GCE AS/A LEVEL
WJEC GCE AS/A LEVEL in
RELIGIOUS STUDIES
APPROVED BY QUALIFICATIONS WALES
SPECIFICATION
Teaching from 2016
For award from 2017 (AS)
For award from 2018 (A level)
This Qualifications Wales regulated qualification is not available to centres in England.
GCE AS AND A LEVEL RELIGIOUS STUDIES 1
WJEC GCE AS and A level in
RELIGIOUS STUDIES
For teaching from 2016
For AS award from 2017
For A level award from 2018
This specification meets the GCE AS and A Level Qualification Principles which set out the
requirements for all new or revised GCE specifications developed to be taught in Wales from
September 2016.
Page
Summary of assessment
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1.
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Introduction
1.1 Aims and objectives
1.2 Prior learning and progression
1.3 Equality and fair access
1.4
1.5
Welsh Baccalaureate
Welsh perspective
2.
Subject content
2.1 AS Unit 1
2.2 AS Unit 2
2.3 A level Unit 3
2.4 A level Unit 4
2.5 A level Unit 5
2.6 A level Unit 6
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9
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43
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3.
Assessment
3.1 Assessment objectives and weightings
83
84
4.
Technical information
4.1 Making entries
4.2 Grading, awarding and reporting
85
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87
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GCE AS AND A LEVEL RELIGIOUS STUDIES 2
GCE AS and A level in
RELIGIOUS STUDIES
SUMMARY OF ASSESSMENT
This specification is divided into a total of five units, two AS units and three A2 units. Weightings
noted below are expressed in terms of the full A level qualification.
AS Units (both compulsory)
Unit 1: An Introduction to the Study of Religion
Written examination: 1 hour 15 mins
15% of qualification
This unit offers the choice of the study of one religion from a choice of six:
Option A:
Christianity
Option B:
Islam
Option C:
Judaism
Option D:
Buddhism
Option E:
Hinduism
Option F:
Sikhism
This unit provides learners with the opportunity to undertake an in-depth and broad study of four fundamental
religious themes: religious figures and sacred texts (part 1), religious concepts, religious life and religious
practices that shape religious identity (part 1).
Note: With one exception, for A level learners, the religion chosen for AS Unit 1 must also be studied for A
level Unit 3.
The only exception being that learners who study Unit 1 Option A: Christianity for AS can study either Unit 3
Option A: Christianity or Unit 6: Textual Studies (New Testament) for A level.
Unit 2: An Introduction to Religion and Ethics and the Philosophy of Religion
Written examination: 1 hour 45 mins
25% of qualification
Section A: An Introduction to Religion and Ethics
This section provides learners with the opportunity to undertake an in-depth and broad study of four
fundamental ethical themes: ethical thought (part 1), Aquinas' Natural Law, Fletcher's Situation Ethics and
Utilitarianism.
Section B: An Introduction to Philosophy of Religion
This section provides learners with the opportunity to undertake an in-depth and broad study of four
fundamental philosophical themes: arguments for the existence of God – inductive, arguments for the
existence of God – deductive, challenges to religious belief (part 1) and religious experience (part 1).
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 3
A level Units (the two AS units studied plus a further three units).
Learners must study:
Units 3, 4 and 5 or, if they have studied Unit 1 Option A: Christianity, either Units 3, 4 and 5 or Units
4,5 and 6.
Unit 3: A Study of Religion
Written examination: 1 hour 30 mins
20% of qualification
This unit offers the choice of the study of one religion from a choice of six:
Option A:
Christianity
Option B:
Islam
Option C:
Judaism
Option D:
Buddhism
Option E:
Hinduism
Option F:
Sikhism
Learners will be expected to study the same option they studied in Unit 1.
The only exception being that learners who study Unit 1 Option A: Christianity for AS can study
either Unit 3 Option A: Christianity or Unit 6: Textual Studies (New Testament) for A level.
This unit provides learners with the opportunity to undertake an in-depth and broad study of four fundamental
religious themes: religious figures and sacred texts (part 2), significant historical developments in religious
thought, significant social developments in religious thought and religious practices that shape religious identity
(part 2).
Unit 4: Religion and Ethics
Written examination: 1 hour 30 mins
20% of qualification
This unit provides learners with the opportunity to undertake an in-depth and broad study of four fundamental
ethical themes: ethical thought (part 2), deontological ethics, determinism and freewill.
Unit 5: Philosophy of Religion
Written examination: 1 hour 30 mins
20% of qualification
This unit provides learners with the opportunity to undertake an in-depth and broad study of four fundamental
philosophical themes: challenges to religious belief (part 2), religious experience (part 2), religious language
(parts 1 & 2).
Unit 6: Textual Studies (New Testament)
Written examination: 1 hour 30 mins
20% of qualification
This unit provides learners with the opportunity to undertake an in-depth and broad study of four fundamental
textual study themes relating to New Testament literature: miracles, parables, Letters and Apocalyptic.
This is a unitised specification which allows for an element of staged assessment. Assessment
opportunities will be available in the summer assessment period each year, until the end of the life of
the specification.
Unit 1 and Unit 2 will be available in 2017 (and each year thereafter) and the AS qualification will be
awarded for the first time in summer 2017.
Units 3, 4, 5 and 6 will be available in 2018 (and each year thereafter) and the A level qualification will
be awarded for the first time in summer 2018.
Ofqual Qualification Number
(listed on The Register):
GCE AS: 603/0279/3
GCE A level: 603/0277/X
© WJEC CBAC Ltd.
Qualifications Wales Approval Number
(listed on QiW):
GCE AS: C00/0792/2
GCE A level: C00/0791/7
GCE AS AND A LEVEL RELIGIOUS STUDIES 4
GCE AS and A level in
RELIGIOUS STUDIES
1 INTRODUCTION
1.1 Aims and objectives
This WJEC GCE AS and A level specification in Religious Studies will enable
learners to:

develop their interest in a rigorous study of religion and belief and relate it to the
wider world

develop knowledge and understanding appropriate to a specialist study of religion

develop an understanding and appreciation of religious thought and its
contribution to individuals, communities and societies

adopt an enquiring, critical and reflective approach to the study of religion

reflect on and develop their own values, opinions and attitudes in the light of their
study.
GCE AS and A level Religious Studies are designed to enable learners to develop
their interest in, and enthusiasm for, a study of religion and its place in the wider
world.
The AS specification contains two units which include a wide range of topics for
consideration, including an in-depth and broad study of one of the six major world
religions, religion and ethics and philosophy of religion.
The A level specification allows learners to continue their systematic study of a world
religion, religion and ethics, philosophy of religion or textual studies.
The specification is presented in a clear and concise way to ensure that the
specification content is accessible, relevant and engaging for both teachers and
learners.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 5
1.2 Prior learning and progression
Any requirements set for entry to a course following this specification are at the
discretion of centres. It is reasonable to assume that many learners will have
achieved qualifications equivalent to Level 2 at KS4. Skills in
Numeracy/Mathematics, Literacy/English and Information Communication
Technology will provide a good basis for progression to this Level 3 qualification.
This specification builds on the knowledge, understanding and skills established at
GCSE. Some learners may have already gained knowledge, understanding and
skills through their study of Religious Studies at GCSE.
This specification provides a suitable foundation for the study of Religious Studies or
a related area through a range of higher education courses, progression to the next
level of vocational qualifications or employment. In addition, the specification
provides a coherent, satisfying and worthwhile course of study for learners who do
not progress to further study in this subject.
This specification is not age specific and, as such, provides opportunities for learners
to extend their life-long learning.
1.3 Equality and fair access
This specification may be followed by any learner, irrespective of gender, ethnic,
religious or cultural background. It has been designed to avoid, where possible,
features that could, without justification, make it more difficult for a learner to achieve
because they have a particular protected characteristic.
The protected characteristics under the Equality Act 2010 are age, disability, gender
reassignment, pregnancy and maternity, race, religion or belief, sex and sexual
orientation.
The specification has been discussed with groups who represent the interests of a
diverse range of learners, and the specification will be kept under review.
Reasonable adjustments are made for certain learners in order to enable them to
access the assessments (e.g. candidates are allowed access to a Sign Language
Interpreter, using British Sign Language). Information on reasonable adjustments is
found in the following document from the Joint Council for Qualifications (JCQ):
Access Arrangements and Reasonable Adjustments: General and Vocational
Qualifications.
This document is available on the JCQ website (www.jcq.org.uk). As a consequence
of provision for reasonable adjustments, very few learners will have a complete
barrier to any part of the assessment.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 6
1.4 Welsh Baccalaureate
In following this specification, learners should be given opportunities, where
appropriate, to develop the skills that are being assessed through the Skills
Challenge Certificates within the Welsh Baccalaureate Certificate:
•
•
•
•
•
•
•
Literacy
Numeracy
Digital Literacy
Critical Thinking and Problem Solving
Planning and Organisation
Creativity and Innovation
Personal Effectiveness.
1.5 Welsh perspective
In following this specification, learners should be given opportunities, where
appropriate, to consider a Welsh perspective if the opportunity arises naturally from
the subject matter and if its inclusion would enrich learners’ understanding of the
world around them as citizens of Wales as well as the UK, Europe and the world.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 7
2 SUBJECT CONTENT
At AS Level:
Learners must study both Unit 1 and Unit 2.
Each unit should be studied in the light of the overall aims and objectives for
Religious Studies.
Each unit has been designed to encourage learners to demonstrate their ability
to:
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reflect on, select and apply specified knowledge
understand, interpret and evaluate critically religious concepts, texts and other
sources
identify, investigate and critically analyse questions, arguments, ideas and issues
arising from within this unit
construct well informed and reasoned arguments, substantiated by relevant
evidence
engage in debate in a way that recognises the right of others to hold a different
view
present responses to questions which are clear and coherent
use specialist language and terminology appropriately
use spelling, punctuation and grammar appropriately.
Each unit has been designed to allow learners to acquire and develop
knowledge and a critical understanding of:



© WJEC CBAC Ltd.
religious thought, belief and practice and the different ways in which these are
expressed in the lives of individuals, communities and societies
how religious texts and/or other relevant sources of wisdom and authority are
interpreted and applied
the causes, meanings and significance of similarities and differences in religious
thought, belief and practice within and/or between religion(s).
GCE AS AND A LEVEL RELIGIOUS STUDIES 8
At A Level:
Learners must study a further 3 units in total.
Units 3, 4 and 5 or, if they have studied Unit 1 Option A: Christianity, either Units 3,4
and 5 or Units 4,5 and 6.
Each unit should be studied in the light of the overall aims and objectives for
Religious Studies.
Knowledge and understanding previously learned in Units 1 and 2 (AS) should be
utilised when addressing the content of the units studied. The A level units provide
an opportunity to assess both the skills and the knowledge gained in Units 1 and 2,
where appropriate. This ensures progression from AS and demonstrates a strong
element of synoptic learning in the overall depth of study.
Each unit has been designed to encourage learners to demonstrate their ability
to:
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

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


reflect on, select and apply specified knowledge about religion and belief
account for the influence of social, religious and historical factors on
developments in the study of religions and beliefs
construct well informed and reasoned arguments about religion and belief,
substantiated by relevant evidence
engage in debate in a way that recognises the right of others to hold a different
view
understand, interpret and evaluate critically religious concepts, texts and other
sources
present responses to questions which are clear and coherent
use specialist religious language and terminology appropriately
use spelling, punctuation and grammar appropriately
identify, investigate and critically analyse questions, arguments, ideas and issues
arising from the study of religion including those of scholars/academics
analyse the nature of connections between the units they have studied at A level
(including those studied at AS).
Each unit has been designed to allow learners to acquire and develop
knowledge and a critical understanding/awareness of:







© WJEC CBAC Ltd.
religious thought, belief and practice and the different ways in which these are
expressed in the lives of individuals, communities and societies
how religious texts and/or other relevant sources of wisdom and authority are
interpreted and applied
major issues, challenges and questions within and about the study of religion (for
example, the role of tolerance, respect and recognition and interreligious
dialogue, methods of study, relevance to contemporary society) and responses
to these
the causes, meanings and significance of similarities and differences in religious
thought, belief and practice within and/or between religion(s)
questions, issues and arguments posed by scholars from within and outside
religious traditions
social, religious and historical factors that have influenced developments in the
study of religions and beliefs
connections between the various elements of the units studied at A level
(including those studied at AS).
GCE AS AND A LEVEL RELIGIOUS STUDIES 9
2.1 AS Unit 1
Unit 1: An Introduction to the Study of Religion
Written examination: 1 hour 15 minutes
15% of qualification
60 marks
Learners will be assessed on one of the following options from a choice of six:
Option A: Christianity
Option B: Islam
Option C: Judaism
Option D: Buddhism
Option E: Hinduism
Option F: Sikhism
Note: With one exception, for A level learners, the religion chosen for AS Unit 1 must
also be studied for A level Unit 3.
The only exception being that A level learners who study Unit 1 Option A: Christianity
for AS can study either Unit 3 Option A: Christianity for A level or Unit 6: Textual
Studies (New Testament).
This unit provides the opportunity for learners to acquire and develop knowledge and
a critical understanding of some of the key features of a world religion, ranging from
religious figures to religious practices.
This unit includes the study of the following content:

sources of wisdom and authority including, where appropriate, scripture and/or
sacred texts and how they are used and treated, key religious figures and/or
teachers and their teachings

religious beliefs, values and teachings, in their interconnections and as they vary
historically and in the contemporary world, including those linked to the nature
and existence of God, gods or ultimate reality, the role of the community of
believers, key moral principles, beliefs about the self, death and afterlife, beliefs
about the meaning and purpose of life

practices that shape and express religious identity, including the diversity of
practice within a tradition.
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
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GCE AS AND A LEVEL RELIGIOUS STUDIES 10
Unit 1: Option A – An Introduction to the Study of Christianity
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
Jesus – his birth:
Consistency and credibility of the birth narratives (Matthew 1:18-2:23; Luke 1:26-2:40);
harmonisation and redaction; interpretation and application of the birth narratives to the doctrine
of the incarnation (substantial presence and the kenotic model).
B.
Jesus – his resurrection:
The views of Rudolf Bultmann and Nicholas T. Wright (N.T. Wright) on the relation of the
resurrection event to history; interpretation and application to the understanding of death, the
soul, the resurrected body and the afterlife, with reference to Matthew 10:28; John 20-21; 1
Corinthians 15; Philippians 1:21-24.
C.
The Bible as a source of wisdom and authority in daily life:
The ways in which the Bible is considered authoritative: as a source of moral advice
(Ecclesiastes 12:13-14; Luke 6:36-37); as a guide to living (Psalm 119:9-16; Psalm 119:105112); as teaching on the meaning and purpose of life (Genesis 1:26-28; Ecclesiastes 9:5-9);
and as a source of comfort and encouragement (Psalm 46:1-3; Matthew 6:25).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which the birth narratives provide insight into the doctrine of the incarnation.
 The relative importance of redaction criticism for understanding the biblical birth narratives.
 The nature of the resurrected body.
 The historical reliability of the resurrection.
 The relative value of the Bible as teaching on the meaning and purpose of life.
 The extent to which the Psalms studied offer a guide to living for Christians.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 11
Unit 1: Option A – An Introduction to the Study of Christianity
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
Religious concepts – the nature of God:
Is God male?
The issue of male language about God; the pastoral benefits and challenges of the model of
Father; Sallie McFague and God as mother.
Can God suffer?
The impassibility of God; the modern view of a suffering God illustrated by Jurgen Moltmann
(The Crucified God).
B.
Religious concepts – the Trinity:
The need for the doctrine of the Trinity: the nature and identity of Christ (issues of divinity and
pre-existence) and Christ’s relationship with the Father (co-equal and co-eternal). The origin of
the Holy Spirit: the filioque controversy.
C.
Religious concepts – the Atonement:
Three theories of the Atonement (which are not mutually exclusive): the death of Jesus as
Christus Victor (with reference to the liberation of humanity from hostile powers); the death of
Jesus as a substitution (both the belief that Jesus died as a substitute for humanity, and the
belief that only the divine-human Jesus could act as a sacrifice by God for the sake of
humanity); the death of Jesus as a moral example (of how to live and die). The underlying
assumptions about the need for divine forgiveness and the conflict between the wrath and love
of God in theories of the Atonement.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The validity of referring to God as mother.
 The theological implications of a suffering God.
 The monotheistic claims of the doctrine of the Trinity.
 Whether the doctrine of the Trinity is necessary to understand the God of Christianity.
 The extent to which the three theories of the Atonement are contradictory.
 The extent to which the three theories suggest that the Christian God is cruel.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 12
Unit 1: Option A – An Introduction to the Study of Christianity
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
Religious life – faith and works:
Martin Luther’s arguments for justification by faith alone (with reference to Romans 1:17; 5:1;
Ephesians 2:8-9; Galatians 2:16; and Luther’s rejection of James 2:24); the Council of Trent as
a response to Luther; Ed P. Sanders (E. P. Sanders) and the role of works in justification.
B.
Religious life – the community of believers:
The New Testament community of believers as a model for churches today (with reference to
Acts 2:42-47); the role of churches in providing worship and sacraments; religious teaching;
mission; service and outreach; and fellowship for the community of believers.
C.
Religious life – key moral principles:
Selected key moral principles of Christianity: the importance of love of neighbour (Leviticus
19:34; Luke 10:25-28); God’s love as a potential model for Christian behaviour (Exodus 34:6-7;
1 John 4:19-21); regard for truth (1 Samuel 12:24; Ephesians 4:25-27); the role of conscience (2
Corinthians 1:12; 1 Timothy 1:5); and the need for forgiveness (Matthew 6:14-15; Colossians
3:12-13).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which both faith and works are aspects of justification.
 The extent to which the New Testament letters support arguments for justification by faith
alone.
 Whether the main role of the church is to provide religious teaching.
 The extent to which contemporary Christian churches should follow the New Testament
model.
 Whether love of neighbour is the most important moral principle in Christianity.
 The extent to which God’s behaviour towards humans is the basis for Christian morality.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 13
Unit 1: Option A – An Introduction to the Study of Christianity
Theme 4: Religious practices that shape religious identity (part 1)
Knowledge and understanding of religion and belief
A.
Religious identity through diversity in baptism:
The case for infant baptism by St Augustine of Hippo and Huldrych Zwingli (the role of baptism
in salvation; the role and importance of Christian parents); the case for believer’s baptism with
reference to Karl Barth (the example of Christ; importance of consent).
B.
Religious identity through diversity in Eucharist:
The importance of the Eucharist in the life of contemporary Christian communities; selected
modern Roman Catholic theories (transignification and transfinalisation); selected Protestant
approaches (consubstantiation and memorialism); the similarities in Eucharistic practice in
Christian traditions.
C.
Religious identity through diversity in festivals:
Christmas
The similarities (with reference to the focus on incarnation of Christ) and differences (date of
celebration; focus of Advent season; Christmas services) between the Eastern Orthodox and
the Western churches' celebration of Christmas.
Easter
The similarities (with reference to the doctrine of the resurrection of Christ) and differences
(date; liturgical practice at Easter; the diversity within each stream of tradition) between the
Eastern Orthodox and the Western churches’ celebration of Easter.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which both infant and adult baptism are just symbolic acts.
 The criteria for expressing the commitment to be baptised.
 The extent to which there is any common ground within contemporary understandings of the
Eucharist.
 The extent to which theoretical beliefs about the Eucharist affect the practice of different
denominations.
 Whether the different emphases and practices mean that Easter is a different celebration in
the Eastern Orthodox and Western churches.
 The relative importance of Easter and Christmas.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 14
Unit 1: Option B - An Introduction to the Study of Islam
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
The significance in the development of Islam of both the life and teachings of
Muhammad in Makkah following the Night of Power:
Life at the time of Muhammad - Jahiliyya (ignorance) and the need for revelation: the main
religious, social, political and moral characteristics of pre-Islamic Arabia. The impact of the Night
of Power (Sura 97:1-5) upon Muhammad. Muhammad’s secretive preaching and early reactions
towards his religious experience and teachings. Muhammad’s open preaching in Makkah and
the nature of this message. The Makkan reaction to Muhammad and its implication for the
development of Islam.
B.
The significance in the development of Islam of both the Hijrah and the life and teachings
of Muhammad in Madinah:
The context of persecution of Muhammad and his followers in Makkah as a major influence of
the Hijrah (migration) including verbal abuse, physical abuse and death threats. The Hijrah as
an ‘escape’ and guided by God. The welcome from Madinah and the establishment of the basic
tenets of Islam, including the establishment of the first masjid. Muhammad as religious, moral,
political and military leader in Madinah.
C.
The Qur’an as a source of wisdom and authority – its use and treatment in Islam:
Source of wisdom and authority: The nature of the Qur’an as the final revelation. Specific
reference to Sura 15:9, Sura 51:47 and Sura 96:1-5. The divine characteristics of the Qur’an as
God-given and not distorted by human messengers. An overview of the compilation of the
Qur’an.
Use and treatment of the Qur’an: The Qur’an as a guide for humanity for all time. Islamic views
about ‘translations’ of the Qur’an; integrity of the original Arabic; translation as interpretation.
The physical treatment of the Qur’an reflecting its status.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent of influence of the pre-Islamic Arabian context upon the life and teaching of
Muhammad.
 The possibility of the failure of the Islamic religion in Makkah.
 Whether Madinah is the ideal model for the establishment of Islam.
 The merits of Muhammad as a complete leader of the people.
 The extent to which the Qur’an is eternally relevant.
 Whether the message of the Qur’an can ever be translated with accuracy.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 15
Unit 1: Option B - An Introduction to the Study of Islam
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
The concept of Allah – tawhid (oneness) and shahadah (bearing witness):
Tawhid as statement of uncompromising monotheism. Tawhid as the nature of God as ‘one’ with
reference to Sura 112. God as sole creator, omnipotent and yet merciful. God as beyond words
and descriptions. Attributes of God as metaphors and symbols. God as transcendent and
imminent. Shirk (attributing partners) as opposition to tawhid.
Shahadah as recognition of tawhid. Declaring faith or bearing witness to God’s unity and the
unique nature of Muhammad as prophet of God. The power of the shahadah as a public
statement of truth as well as a declaration of personal faith. The role of the shahadah in
conversion. Shahadah as underlining the meaning and purpose of life in Islam: belief in one
God; Muhammad as messenger and an exemplary Muslim.
B.
Muslim beliefs about nabi (prophets), rasul (messenger), nadir (warner) and risalah (the
message):
The role of a nabi (prophet) as a rasul (messenger) or nadir (warner) - Qur’an 3:144, 46:9.
Perceived and popular distinction between nabi and rasul. The associated messages of
previous prophets with specific reference to Ibrahim (Sahifa), Musa (Torah), Dawud (Zabur) and
Isa (Injil) and their distorted nature. Muhammad as the ‘Seal of the Prophets’ (Qur’an 46:9).
Muhammad’s character and uniqueness (Qur’an 33:21).
C.
Malaikah (angels) and Akhirah (the Day of Final Judgement):
Malaikah as intermediaries for God. The nature and purpose of angels. The specific roles of
Jibril, Mikail and Israfil. God as Judge, and akhirah (Day of Final Judgement). The significance
of events from the last trumpet onward. Depictions of heaven and hell with reference to Sura
47:15 and Sura 67:7-10. Akhirah as underlining the meaning and purpose of life: submission
and reward.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which the Islamic concept of Allah is coherent.
 Whether the Shahadah is more to do with private faith than public declaration.
 Whether or not the concept of ‘messenger’ has been a success for Islam.
 The extent to which Muhammad was the ideal prophet and messenger.
 Whether the Day of Final Judgement inspires fear or faith.
 The extent to which the concept of Malaikah (angels) is essential for Islam.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 16
Unit 1: Option B - An Introduction to the Study of Islam
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
The role and significance of the following three pillars for Muslim and the Ummah (Muslim
community).
Salah (prayer) and other forms of prayer:
The nature and purpose of different types of prayer in Islam: salah; tahajjud (night prayer) (Sura
17:79); nafila (extra); du’a (cry out); tasbih (glorify) and wird (Sufi prayer). The significance of
niyat (intention). Regular prayer times (Qur’an 4:103). The significance of wudu. The role and
importance of Jummah prayers for the Ummah (Qur’an 62:10).
B.
Zakah (purification through giving) and Hajj (pilgrimage):
The nature and purpose of different types of giving in Islam: zakah; sadaqat (voluntary) and
khums (a fifth). The reasons for giving in Islam: obedience; compassion; personal sacrifice;
value of benefits gained. The importance of liberationist thinking in Islam and attitudes towards
the poor. The impact of giving on the Ummah. The nature and purpose of the Hajj and its role in
uniting the Ummah.
C.
The five categories of action as exemplifying the key moral principles for Islam and a
framework for Muslim living:
The need for guidance as arising from the development of Shari’a. The categories of fard
(compulsory), mustahab (neither encouraged nor discouraged, recommended but not essential),
halal (blessed, allowed), makruh (disliked, offensive) and haram (forbidden), and their
importance as guides for Muslim life. Examples of types of actions associated as fard,
mustahab, halal, makruh and haram.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which prayer is simply an act of piety.
 Whether or not Jummah prayers are the most important of all prayers.
 The extent to which Islam is based in support for the poor.
 Whether the Hajj is more than just a personal journey of religious enquiry.
 The success of the five categories of ethical action as a guide for Islamic living today.
 Whether or not the five categories are, in practice, a recipe for confusion rather than clarity.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 17
Unit 1: Option B - An Introduction to the Study of Islam
Theme 4: Religious practices that shape religious identity (part 1)
Knowledge and understanding of religion and belief
A.
The role of the masjid (mosque) in Islam:
The importance of the functions of the first masjid in Madinah. The religious, social and political
role of masjids today in the UK. The masjid as a place of prostration. The masjid as the hub of
the Ummah (community of believers) for men and women: the role of the masjid in religious
events; the social and educational functions of the masjid; the masjid as a community centre.
The role of the community of religious believers in supporting and maintaining the masjid.
B.
The role of festivals in shaping religious identity, with reference to:
Ashura
The reasons for celebrating Ashura. The role of Ashura in expressing Shi’a identity. How rituals
in Shi’a devotions during Ashura reflect central Shi’a teachings, with specific reference to
persecution, suffering and self-harm. The role of the community of believers in ensuring the
traditions of the festival are maintained.
C.
Ramadan and Id-ul-Fitr:
The religious and moral benefits for a Muslim of Ramadan with reference to: relationship to God;
development of Muslim spirituality; the importance of morality in Islam. The role of the
community in ensuring the traditions of the Id-ul-Fitr are maintained. The social importance of
Id-ul-Fitr for the Muslim community with reference to: empathy with, and support for the poor,
unity and ‘brotherhood’.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 Prostration as the most important purpose of the masjid.
 Whether the masjid today has maintained its original function as that of the first masjid
established by Muhammad in Madinah.
 Whether a focus on suffering during Ashura misrepresents Shi’a identity.
 Self-harm as excessive religious devotion.
 Whether Id-ul-Fitr is treated as a religious celebration or social occasion.
 The extent to which fasting benefits the individual more than the community.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 18
Unit 1: Option C - An Introduction to the Study of Judaism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
Abraham and the establishment of the covenant of circumcision:
Abraham as Father of the Jewish people (Genesis 12:1-3); Abraham’s belief in One God as
creator of heaven and earth; the nature of the covenant between God and Abraham – the
promise of land and offspring (Genesis 12:7; 13:14-17); brit milah (circumcision) as the sign of
the covenant (Genesis 17); the significance of Abraham’s faith and test of obedience (Genesis
22).
B.
Moses and the establishment of the covenant of law:
The nature and significance of the Mosaic covenant both at the time of Moses and today
(Exodus 19-20); the recording of the covenant by Moses (Exodus 24:4, Exodus 34:1-2, 27-28);
the importance of God’s protection for obedience (Exodus 34:10-11).
C.
The Torah as a source of wisdom and authority:
The receiving of the Torah at Sinai and the significance of the written law (Exodus 19-20). The
nature and purpose of Torah in Orthodox/Reform Judaism. The pre-existent and eternal
relevance of Torah.
Use and treatment of the Torah:
Sefer Torah; Torah reading (in the synagogue and home), Torah study at a yeshiva (institute for
Tanakh and Talmudic studies) and the role of the oral Torah. The care and respect shown for
the Torah – ark, mantle, yad (pointer) and burial.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent of covenant’s universality.
 Covenant as a privilege or a responsibility.
 Whether covenant is a method of religious control.
 How far covenant is of legal value.
 The extent to which the Torah remains the main authority within Judaism today.
 Whether the Torah has become a religious icon.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 19
Unit 1: Option C - An Introduction to the Study of Judaism
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
Beliefs about the nature of God/concept of God:
Absolute monotheism; God as One; God as Creator; God as incorporeal; God as neither male
nor female; God as eternal. Characteristics: omnipotent, omniscient, omnibenevolent, Holy,
Just, Perfect, Merciful. God’s presence as both kavod and shekinah. Moses Maimonides on the
attributes of God.
B.
Beliefs about God and humanity, the meaning and purpose of life:
Humanity (the self) created in the divine image; nefesh (life) as a divine gift; pikuach nefesh (the
sanctity of life); nature of humanity - yetzer hara (evil inclination) and yetzer hatov (good
inclination).
The Shema: the content of Shema (Deuteronomy 6:4-9; 11:13-21; and Numbers 15:37-41).
The nature of Shema as an aid to faith and remembering; Shema as a reinforcement of
covenant relationship and the meaning and purpose of life.
C.
Beliefs about judgement - the Messiah and the afterlife:
The Messiah in Judaism – The Anointed One and Judge who brings peace and goodwill to
humanity (Isaiah 2:1-4); the establishment of a new world order. Death; resurrection of the
dead (Daniel 12:2); the final judgement; olam ha-ba (the afterlife); the Pittsburgh Platform
(paragraph 7) and Reform views about the afterlife.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 Whether it is possible to know God.
 Whether God’s characteristics are meaningful today.
 Whether the Shema contains the most important beliefs within Judaism.
 The extent to which the Shema is precise enough to guide Jewish belief and practice.
 Whether Jewish beliefs about judgement and the afterlife are relevant for Jews today.
 Whether the concept of Messiah is a serious religious belief for all Jews today.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 20
Unit 1: Option C - An Introduction to the Study of Judaism
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
The diversity of views within Judaism with regards to mitzvot (commandments):
The role of the Jewish community of believers (Orthodox, Reform, Hasidic) in understanding the
relevance of the 613 mitzvot with reference to: their interpretation today, literal or otherwise;
their application today; their importance today.
B.
Jewish teachings about tefillah (prayer) with reference to the Amidah and teachings
about tzedakah (charity):
Tefillah as spiritual self-reflection in relation to God; reasons for tefillah; the structure and
content of the Amidah; the use of the Amidah in daily prayers; minyan (congregation) and the
diversity of practice of prayer within Judaism. The importance of tzedakah within Judaism;
Moses Maimonides and the ‘ladder of tzedekah’.
C.
Key moral principles: the importance of the Ten Sayings (Aseret ha-D'ibrot) or Ten
Commandments for Judaism:
The Ten Sayings in the context of the 613 mitzvot; the Ten Sayings as a basis for religious and
ethical life; the ‘Aseret ha-Dibrot’ in rabbinical understanding as the ten categories of mitzvot.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which the concept of mitzvot is divisive within Judaism.
 Whether mitzvot contribute effectively to spirituality in Judaism.
 The extent to which the Amidah is an encapsulation of the most important beliefs, values
and teachings of Judaism.
 Whether prayer has become a spiritually ineffective ritual.
 Whether the Ten Sayings are an effective guide for ethical living.
 The extent to which the Ten Sayings adequately summarise religious belief.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 21
Unit 1: Option C - An Introduction to the Study of Judaism
Theme 4: Religious practices that shape religious identity (part 1)
Knowledge and understanding of religion and belief
A.
Diversity of Jewish practices that shape and express religious identity, with reference to:
The role of the synagogue in Judaism
The origins of the synagogue as a permanent institution in Babylonian captivity. The role of the
ark in reminding Jews of the Jerusalem temple. Its social role: as meeting place for the Jewish
community - bet k’nesset (house of meeting); the synagogue as a place of study and Torah
reading - bet midrash (house of study) or 'school' (shul). The religious role of the synagogue: its
central role in Jewish festivals; as a place of prayer; and, a place for ritual - some contain a
mikveh (pool) for religious and physical cleanliness. The synagogue's legal status and role: use
as a rabbinical court or bet din (house of judgement).
B.
The role of festivals in shaping religious identity
Pesach:
The significance of the ‘Passover’ event for Jewish identity with reference to: the popularity of
observing Pesach amongst Jews today reflecting redemption of the Jewish people from Egypt;
the redemption of the world under God's command; the importance of Exodus 12-15; the
symbolism of the seder plate and the use of the Haggadah; the role of the Jewish community of
believers in remembering and maintaining Jewish identity; hope for the future (“next year in
Jerusalem”); the coming of Elijah to announce the arrival of the Messiah.
C.
Rosh Hashanah and Yom Kippur:
The origins of the rituals of these festivals and their significance; the extent to which these
festivals are observed; the impact and purpose of their observance; the challenge of a 25 hour
fast and its value. The significance of the shofar horn in the Hebrew scriptures; the meaning
and significance of tashlikh. The importance of the machzor; Kol Nidre and the amendments to
the Amidah as confirming unity and identity of the Jewish people.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 Whether the synagogue has a main ‘use’ or ‘purpose’ within Judaism.
 The extent to which the synagogue is the heart of a Jewish community.
 The extent to which Pesach is the central festival within Judaism.
 Whether the notion of redemption has any relevance for Judaism today.
 Whether Jewish festivals are effective in reinforcing Jewish identity.
 Whether the regular acknowledgement of sins and penitence for them is an admission of
failure in spiritual development.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 22
Unit 1: Option D - An Introduction to the Study of Buddhism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
Accounts of the birth of the historical Buddha and the Four Sights:
The ways in which Buddhists read these narratives. Hagiographical and mythological
interpretations of the conception dream of Maya, events surrounding the birth, the prophecy
and early life. The biographical impact of the Four Sights and wider religious interpretations of
their meaning in terms of dukkha (unsatisfactoriness), anicca (impermanence), anatta
(insubstantiality/no-self).
B.
The Awakening/Enlightenment of the Buddha:
The main features of the events culminating in the Buddha’s Awakening under the Bodhi Tree;
including knowledge of past lives, knowledge of the role of karma in the lives of all beings, the
path to the cessation of dukkha, meanings of the Mara/temptation narratives, and the earth
touching mudra.
C.
Buddhist texts as sources of wisdom and authority – their use and treatment in daily
life:
The Patimokkha as one of the sources of wisdom and authority for the Theravada monastic
sangha. Its use and treatment as a recited text. The seriousness of the Four Parajikas
‘defeats’, leading to expulsion from the sangha.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The importance of the biography of the historical Buddha for Buddhists today.
 The relative significance of different ways in which the biography may be interpreted.
 The significance of the Awakening/Enlightenment of the Buddha in Buddhism.
 The difficulty of articulating Awakening, as an experience beyond language.
 The relative importance and value of the Patimokkha.
 Critical comparison of ancient text-based rules and contemporary issues for the sangha.
The relevance of the Parajikas today.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 23
Unit 1: Option D - An Introduction to the Study of Buddhism
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
The nature of ultimate reality:
The three lakshanas (three marks of existence): dukkha, anicca and anatta:
The concepts of dukkha and anicca: with reference to the Dhammacakkappavattana Sutta.
The concept of anatta with reference to Section 1 Chapter 1 of the Chariot Passage of the
Questions of King Milinda.
B.
The nature of ultimate reality:
Pratityasamutpada, karma and rebirth:
The notions of pratityasamutpada and rebirth: with reference to the iconography of the
bhavachakra.
The notion of karma: with reference to the Dhammapada, Chapter 1 ‘The Pairs’ and Chapter 9
‘Evil’.
The importance of rooting out of greed, hatred and delusion and not speculating about the
existence of God and other metaphysical questions (Parable of the Poisoned Arrow – Majjhima
Nikaya 63).
C.
Arhat and bodhisattva: Theravada and Mahayana teachings:
Four stages of Awakening: stream-winner, once-returner, non-returner, arhat (worthy one).
Characteristics of bodhisattvas: Six or ten paramitas (perfections), bhumis (stages), the vow to
bring all suffering beings to Awakening and the interrelationship between wisdom and
compassion.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The three lakshanas as representative of reality.
 The three lakshanas as the most important teachings of Buddhism.
 The teachings of pratityasamutpada, karma and rebirth as representative of reality.
 The legitimacy of rejecting questions about the existence of God.
 The concept of bodhisattva and arhat as an essential feature of Buddhism.
 The relative legitimacy of concepts of bodhisattva and arhat.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 24
Unit 1: Option D - An Introduction to the Study of Buddhism
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
The Four Noble Truths:
The three types of dukkha - dukkha-dukkha (painful experience); viparinama-dukkha (changing
nature of existence); sankhara-dukkha (the contingent nature of existence); the medical
metaphor (the Buddha as a physician, diagnosing the symptoms, identifying cause and
providing a prescription) and the notions of tanha (thirst), nirodha (cessation) and magga (the
path).
B.
The Eightfold Path – key moral principles:
The Threefold Trainings: wisdom, morality and meditation. The relationship of the Eightfold
Path with the Middle Way. The Eightfold Path within the context of the diversity of Buddhism.
Exemplification of ways in which the Eightfold Path is practised and its significance for Buddhist
morality.
C.
The dasa sila (ten precepts) – key moral principles:
Exemplification of the application of the dasa sila (ten precepts) within the community of
believers: lay people and the monastic sangha. The different complementary roles of the lay
and monastic sanghas. The notion of the precepts as training aspirations rather than
commandments for the community of believers and the role of the monastic sangha in keeping
precepts on behalf of the wider sangha.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The Four Noble Truths as essential for all Buddhists.
 The Four Noble truths as accurate accounts of reality.
 The usefulness of the Eightfold Path as a moral guide for all Buddhists affecting every
aspect of life.
 The relationship between behaviour and Awakening.
 The relative importance of the dasa sila (ten precepts) as a means of regulating the sangha.
 The contemporary relevance of precepts and monastic life.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 25
Unit 1: Option D - An Introduction to the Study of Buddhism
Theme 4: Religious practices that shape religious identity (part 1)
Knowledge and understanding of religion and belief
A.
Going for refuge:
A consideration of the chanting practice of going for refuge three times, the meanings of each
(Buddha, dharma and sangha) for both heritage and convert Buddhists. The three refuges in
the context of other possible refuges in the modern world: with reference to materialism,
relationships, secular values and political beliefs.
B.
Meditation:
The importance of meditation in Buddhism and awareness of specific features of different
traditions of meditation: vipassana (insight/clear seeing), samatha (calmness), metta bhavana
(loving kindness) and zazen (just sitting). How these practices are used for accessing the true
nature of reality, and for cultivating qualities which lead to awakening.
C.
The role and importance of dana (giving) and punya (merit):
The role and importance of selfless generosity/giving or sharing of time/money/possessions.
The role of the Buddhist community in supporting those both inside and outside the community.
The role and importance of punya – the concept of the merit gained and accumulated as a
result of good deeds, acts, or thoughts and which carries over throughout life or in subsequent
rebirths, and may be transferred to others.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The relevance of going for refuge in the modern world.
 The relative value of each of the three refuges.
 The value and relevance of meditation for all Buddhists today.
 The relative importance of different traditions of meditation.
 The significance of the practice of dana in its relationship to the notion of punya.
 The relative importance of dana and punya compared with other Buddhist teachings.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 26
Unit 1: Option E - An Introduction to the Study of Hinduism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
Sources of authority - the origins of Hinduism:
The Indus Valley civilisation and its features; the Aryans and their culture; vedic practices – the
vedic sacrifice and the structure of Vedic society; the origins controversy – conflicting definitions
of the word Hinduism; conflict between theories on Indus and Aryan origins.
B.
Krishna and Arjuna:
The teaching on dharma and varnadharma; the conflict which can arise from following personal
dharma. The wisdom of Samkhya, nature of religious practices; different paths to liberation –
jnana yoga, karma yoga and bhakti yoga. Bhagavad Gita - 2:31; 3:4-5; 3:19; 9:23; 9:26-28;
9:32; 11:54; 14:23-26; 16:1-3; 18:46; 18:47.
C.
Hindu texts as sources of wisdom and authority - their use in daily life:
A comparison of status and importance of shruti and smriti. The significance of differences in
terms of authority and use - the Vedas in ritual ceremonies and the Ramayana and
Mahabharata for ethical teachings. The role of the Ramayana in teaching the importance of
righteous behaviour, selfless caring, courage, friendship and devotion. The role of the
Mahabharata in teaching the importance of doing one’s duty. The role of the community of
believers in interpreting and implementing the wisdom and authority of Hindu texts.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The controversy over the origins of Hinduism.
 The relationship between modern Hinduism and Indus Valley and Aryan traditions.
 The relationship between Krishna and Arjuna as a central feature of Hinduism.
 The relative importance of different paths to liberation.
 The relative importance of Hindu texts in Hinduism.
 The relevance of Hindu texts in the modern world.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 27
Unit 1: Option E - An Introduction to the Study of Hinduism
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
Exploring Hindu teachings concerning self, death, afterlife and meaning and purpose of
life with reference to:
Brahman and atman
The relationship between: Brahman as sat, chit, ananda (being, consciousness and bliss),
macrocosmic (universal) spirit and atman as micro cosmic (personal). Difference between jivaatman (individual soul) and paramatman (supreme self – God); Monist (belief that God and the
soul are one) and Monotheist (belief that god and the soul are different); Shankara (proponent
of Advaita Vedanta which emphasises an impersonal view of the divine) and Madhva
(proponent of Dvaita Vedanta.)
B.
Trimurti:
Relationship and importance to Hindu understanding of Saguna Brahman (God with
characteristics) – Brahma – creator, Vishnu – preserver, Shiva - destroyer and Hindu vision of
time as cyclic – returning to life in a new form; link to liberation – the breaking of the eternal
wheel of samsara - creation, preservation and destruction. The key features of Vaishnavism
and Shaivism as religious traditions.
C.
Key moral principles of karma and reincarnation:
Karma in the context of samsara and the importance of eternal and universal order; different
aspects of karma (accumulated, fruit-bearing and karma in the making) and their influence on
types of reincarnation. The relationship between samsara and moksha and the significance
within samsara of human rebirth. Bhagavad Gita 2:13. The significance of karma and
reincarnation in the context of the meaning and purpose of life in Hinduism – achieving Moksha.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The nature of the relationship between Brahman and atman.
 Whether it is possible to worship an impersonal God.
 The relative importance of Trimurti in Hinduism in comparison with the other concepts
studied.
 Whether Vaishnavism and Shaivism can be regarded as religions in themselves.
 The impact of teachings about karma and reincarnation upon the lifestyle of Hindus.

The comparative importance in Hinduism of the present life and the next life.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 28
Unit 1: Option E - An Introduction to the Study of Hinduism
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
Key moral principles of Varnashramadharma:
Mythical origins of the system in the Purusha Sukta – Rig Veda 10:90 11-12 the concept of
Varnashramadharma – sometimes referred to as Catuvarnashramadharma – catu – four –
defines duties for the individual according to their position in the four varnas of society –
brahmanas (priests), Kshatriyas (warriors and rulers), vaishyas (merchants) and sudras
(labourers).
The four ashramas, brahmacharya (student stage),grihasta (householder stage), vanaprastha
(retirement stage) and sannyasin (renunciation). Relationship with bhakti; links and differences
with Sanatana dharma (Bhagavad Gita 18:47).
B.
The status of the Dalits:
Their status within the varna system – position outside the four varnas – excluded from
mainstream society; comparison between Gandhi – who opposed untouchability but supported
the varna system and Ambedkar – who wanted to eradicate the varna system altogether;
contemporary status of Dalits – through the Bahujan Samaj Party and the development and
improvement of their social standing – success in business and public life.
C.
Key moral principle - the concept of ahimsa:
The Jainian origins of the concept and its application – meaning radical non-violence founded
on the belief that all living beings are worthy of respect and therefore all Jains are vegetarian;
traditional concept within Hinduism; and its application; Gandhi’s reinterpretation and use of the
concept as a political concept; relationship with satyagraha – truth force; implications for racial
equality Manu 5:38. Its practicality in the modern world.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The extent to which Hinduism can be described as a religion of duty.
 The relevance of the ashramas in Hindu lifestyle today.
 The relevance and practicality of varna in today’s world.
 Whether criticisms of the varna system are justified.
 The ideal of ahimsa as a relevant and viable standard to live by in the modern world.
 Whether truth has an inherent force.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 29
Unit 1: Option E - An Introduction to the Study of Hinduism
Theme 4: Religious practices that shape religious identity (part 1)
A.
Knowledge and understanding of religion and belief
The diversity of Hindu practices that shape and express identity, with reference to:
Puja in the home and the mandir:
Nature of puja in the home and mandir – compare and contrast; importance of relationship
between individual devotee and deities; receiving of darshan; mandir rituals such as
circumambulation and accepting prashad; comparative importance of personal and
congregational worship.
B.
The role of festivals in shaping religious identity – with reference to:
Holi:
Representing the story of Holika and Prahlada in some Hindu traditions; the story of Krishna
and Radha in others; spiritual significance of these events - blessing of babies by Agni; the god
of Fire, the virtue of love; confirming and strengthening faith; good overcoming evil,
benevolence of the Gods; reminds devotees of aims and duties in life - to help others. The role
of the community of believers in ensuring the traditions of the festival are maintained.
C.
Durga Puja:
Representing the story of Rama, Sita and Durga; spiritual significance of these events thanksgiving, helping others; importance of avatars; Durga as divine mother; impurity and sin; it
confirms and strengthens faith; good overcomes evil, importance of worship and prayer;
reminds devotees of aims and duties in life – to lead a life free from impurity, sin and weakness.
The role of the community of believers in ensuring the traditions of the festival are maintained.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The relative importance of puja in the home and in the mandir.
 Whether puja can be described as a religious experience.
 The extent to which festivals are a necessary expression of Hindu identity.
 Whether celebrating mythical or historical events on festival days is meaningful.
 The value of Hindu festivals as community occasions.
 The relative importance of Durga in Hinduism.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 30
Unit 1: Option F - An Introduction to the Study of Sikhism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 1)
Knowledge and understanding of religion and belief
A.
The life and teachings of Guru Nanak:
Influence of background and socio-religious ideas of his time on key teachings:
Invasion of Mughal army and Mughal persecution; influence of Sufism; influence of Lalla; north-Indian sant
tradition; Monotheism in Islam; use of devotional songs; status/role of women in Islam and caste in Hinduism –
Adi Granth 150 and Adi Granth 91.
Relationship between key events in his life and specific teachings:
Guru Nanak’s horoscope at his birth and the acknowledgement of One Formless Lord. His experience of God’s
court, his teaching that God is neither Hindu nor Muslim; his mission to reveal the message of God’s name to
the world. His meeting with Sajjan and his teaching of what true religion is - the jannam sakhi episodes. Guru
Nanak’s teaching against the caste system; raising the status of women; foundation of the institution of the guru;
rejection of the sacred thread ceremony and Hindu rituals; his establishment of community at Kartapur based on
Sikh principles.
B.
Guru Gobind Singh's contribution to the development of Sikhism:
The relationship of his actions with Nanak’s vision – both as protector and restorer; his defence of Sikhism in
the face of attacks and persecution; his development of Sikhism as a religion with a strong identity - prepared to
defend its beliefs and principles; and community orientation – founded the Khalsa; introduced the amrit
ceremony as initiation and wearing of 5Ks; the adoption of names Singh and Kaur; welcomed women and
members of all castes into the community; contributed to the compilation and content of Dasam Granth;
interpretation and new concept of Guru – the Guru Panth; the development of the Guru Granth Sahib.
C.
The Guru Granth Sahib as a source of wisdom and authority – its use and treatment in worship and
daily life:
Its legal and theological status – regarded as living Guru with full authority of Gurus’ teaching and treated with
same devotion and respect; all decisions taken in presence of Guru Granth; all ceremonies and rites of passage
to be completed in its presence; it is the basis of all sermons and the authority as the basis of Sikh teaching on
the nature of God, faith and salvation the difference between Adi Granth and Guru Granth; role of Muslim and
Hindu writings within its pages - Sheik Farid - Guru Granth Sahib – 448, 1384; Bhagat Ramanand – Guru
Granth Sahib – 1195; creation of gurmukhi script; its role as more than a visible focal point for Sikh devotions –
taking the place of living Gurus; it guides Sikhs in daily life – vak lao (taking advice).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:






The extent to which Guru Nanak was a religious innovator.
The relative importance of Guru Nanak's background and other key events in his life on his teaching.
The extent to which Guru Gobind Singh changed or developed the Sikhism of Guru Nanak.
The influence of Guru Gobind Singh on Sikh identity.
The relevance of the Guru Granth Sahib for Sikhs today.
The extent to which the Guru Granth Sahib can be viewed as an object of worship for Sikhs.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 31
Unit 1: Option F - An Introduction to the Study of Sikhism
Theme 2: Religious concepts
Knowledge and understanding of religion and belief
A.
Exploring Sikh teachings concerning self, death, afterlife and meaning and purpose of
life, with reference to:
Philosophical understanding of the Sikh concept of God:
God is the one, the only one and the one without a second; symbolism of Ik Onkar (Adi
Granth 929,1035,1037); God as personal – Adi Granth 784, 1190; God as nirguna (without
attributes) and saguna (with attributes); God as omnipotent and omniscient; God as creator
and sustainer of life – Adi Granth 25, 684,700; God as immanent and transcendent.
B.
The soul:
Nature of the soul - divine spark of Waheguru, ethereal and non-material; union with
Waheguru. The aim of breaking cycle of rebirth; journey of the soul through many life forms
to attain this aim; stages of development on the path of enlightenment including stage of
Saram Khand, the realm of effort and realm of grace; monist and monotheistic understanding
of the relationship between God and the soul.
C.
Karma, rebirth and mukti:
Philosophical understanding of the path of liberation – replacement of ignorance by spiritual
enlightenment affected by God’s Grace – it is the meaning and purpose of life; the role of
karma and transmigration of the soul; union with God – Adi Granth 1127, 905, 275 as the
meaning and purpose of Sikh life.
Issues for analysis and evaluation will be drawn from any aspect of the content above,
such as:






The relevant importance of the Sikh concept of God in relation to other concepts.
Whether the most important Sikh teaching about God is that God is personal.
The impact of Sikh teachings about the soul on the Sikh view of humanity.
The relationship between God and the soul in Sikhism – monist or monotheistic.
The relevance of Sikh beliefs about rebirth and mukti for Sikhs today.
The influence of belief in karma on Sikh lifestyle.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 32
Unit 1: Option F - An Introduction to the Study of Sikhism
Theme 3: Religious life
Knowledge and understanding of religion and belief
A.
The role and significance of the following teachings/key moral principles for the Sikh
community:
The concept of sewa:
Its influence on personal morality – recognising no barriers of religion, caste or race;
relationship with teaching of Guru Granth Sahib and principles of Sarbat da bhala; importance
of state of mind – selfless and desire-less action – physical service, mental service, material
service; its material and spiritual value within the Sikh community – part of a Sikh’s spiritual life
leading to spiritual liberation. Bhai Gurdas, Varan 6:12. The role of the community of believers
in demonstrating selfless action to God and others. Sewa's significance to Sikh identity.
B.
Kirat Karo and Vand Chakko:
Teaching of Guru Gobind Singh; understanding of concept of Kirat Karo (earning money
righteously and honestly) in relation to Naam Japo (remembrance of God by repeating and
focusing the mind on his name) and Vand Chakko (sharing wealth with others); relationship
with teaching on karma; the pursuit of grace; influence on sangat (community).
The concepts of Sant Sipahi (saint-soldier)/Dharam Yudh (just war):
C.
Understanding of the concept of Sant Sipahi in the context of the development of Sikhism by
Guru Harbogind and Guru Gobind Singh; philosophical meaning of the term; duties associated
with sant; meaning in relation to dharam; rules of the Khalsa in relation to the general Sikh
principle of Dharam Yudh.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The relative importance of sewa in Sikh life compared to other teachings.
The practicality of the concept of sewa for Sikhs today.
The relative importance of the virtues of Kirat Karo and Vand Chakko in Sikhism.
The relationship between spiritual and material values in Sikhism.
Whether it is possible to combine spirituality with the use of force (Sant Sipahi and Dharam
Yudh).
The significance of the sant tradition for Sikhs today.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 33
Unit 1: Option F - An Introduction to the Study of Sikhism
Theme 4: Religious practices that shape religious identity (part 1)
Knowledge and understanding of religion and belief
A.
The expression of Sikh identity through the role of the gurdwara:
Representation of the principle of freedom of worship – no restrictions on who may lead the
worship in terms of caste or sex, as long as they are competent to do so; fulfilment of religious
and social needs – spiritual guidance and material fulfilment in terms of the langar as an
expression of sewa; B40 Janam Sakhi, Adi Granth 1068; worship as a reflection of Sikh identity
– the importance of Guru Granth Sahib; expression of Sikh beliefs such as equality.
B.
Diwali:
Representing the story of Guru Hargobind and his release from prison; focuses attention on
spiritual matters – freedom and deliverance; it confirms and strengthens faith - good overcomes
evil; light overcomes darkness; reminds Sikhs of aims and duties in life; focuses on the
importance of unity within the community; the role of the community of believers in maintaining
the traditions associated with the festival.
C.
Vaisakhi:
New Year’s Day in the Punjab; remembers Guru Gobind Singh’s founding of the Sikh
brotherhood; focuses attention on spiritual matters – Sikh identity, sacrifice, virtues of Sikh living;
it confirms and strengthens faith – reminds Sikhs of aims and duties in life – protecting the truth,
standing up for the oppressed; creates a feeling of belonging to a community – the Khalsa; the
role of the community of believers in maintaining the traditions associated with the festival.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The degree to which the gurdwara is an essential part of the Sikh religion.
The comparative importance of practices within the gurdwara.
The relative importance of Diwali and Vaisakhi.
The extent to which festivals are a necessary expression of Sikh identity
The value of Sikh festivals as community occasions.
Whether celebrating historical events on festival days is meaningful.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 34
2.2 AS Unit 2
Unit 2: An Introduction to Religion and Ethics and the Philosophy of Religion.
Written examination: 1 hour 45 minutes
25% of qualification
120 marks
Section A: An Introduction to Religion and Ethics
This section provides the opportunity for learners to acquire and develop knowledge
and a critical understanding of key ethical concepts and theories, ranging from moral
absolutism to Utilitarianism.
This Section includes the study of the following content:
 ethical language and thought through significant concepts and the works of key
thinkers, illustrated in issues or debates in religion and ethics

three normative ethical theories such as deontological, teleological or character
based ethics (at least two of which must be religious approaches)

the application of ethical theory to two personal, societal or global issues of
importance, including religious ethical perspectives.
Section B: An Introduction to the Philosophy of Religion.
This section provides the opportunity for learners to acquire and develop knowledge
and a critical understanding of some of the key features of fundamental philosophical
themes, ranging from arguments for the existence of God to religious experience.
This Section includes the study of the following content:

philosophical issues and questions raised by religion and belief including at least
three contrasting arguments about the existence or non-existence of God, gods
or ultimate reality

philosophical language and thought through significant concepts and the works
of key thinkers, illustrated in issues or debates in the philosophy of religion

challenges to religious belief such as the problems of evil and suffering

the nature and influence of religious experience.
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 35
Unit 2: Section A - An Introduction to Religion and Ethics
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Ethical Thought
Knowledge and understanding of religion and belief
A.
Divine Command Theory
Meta-ethical theory - God as the origin and regulator of morality; right or wrong as objective truths
based on God’s will/command, moral goodness is achieved by complying with divine command;
divine command a requirement of God’s omnipotence; divine command as an objective metaphysical foundation for morality. Robert Adams’ ‘Modified Divine Command Theory’ (divine
command based on God’s omnibenevolence).
Challenges: the Euthyphro dilemma (inspired by Plato); arbitrariness problem (divine command
theory renders morality as purely arbitrary); pluralism objection (different religions claim different
divine commands).
B.
Virtue Theory
Ethical system based on defining the personal qualities that make a person moral; the focus on a
person’s character rather than their specific actions; Aristotle’s moral virtues (based on the
deficiency; the excess and the mean); Jesus’ teachings on virtues (the Beatitudes).
Challenges: virtues are not a practical guide to moral behaviour; issue of cultural relativism
(ideas on the good virtues are not universal); virtues can be used for immoral acts.
C.
Ethical Egoism
Normative agent focused ethic based on self-interest as opposed to altruism; ethical theory that
matches the moral agent's psychological state (psychological egoism); concentration on long term
self-interests rather than short term interests; Max Stirner, self-interest as the root cause of every
human action even if it appears altruistic; rejection of egoism for material gain; union of egoists.
Challenges: destruction of a community ethos; social injustices could occur as individuals put
their own interests first; a form of bigotry (why is one moral agent more important than any
other?).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






Whether morality is what God commands.
Whether being a good person is better than just doing good deeds.
Whether virtue theory is useful when faced with a moral dilemma.
The extent to which ethical egoism inevitably leads to moral evil.
The extent to which all moral actions are motivated by self-interest.
Whether one of the theories - divine command theory, virtue theory or ethical egoism is
superior to the other theories.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 36
Unit 2: Section A - An Introduction to Religion and Ethics
Theme 2: Aquinas’ Natural Law - a religious approach to ethics
Knowledge and understanding of religion and belief
A.
St Thomas Aquinas’ Natural Law: laws and precepts as the basis of morality
Aquinas’ four levels of law (eternal, divine, natural and human); Natural Law derived from rational
thought; based on a belief in a divine creator (the highest good as being the rational
understanding of God's final purpose). Natural Law as a form of moral absolutism and a theory
which has both deontological and teleological aspects. The five primary precepts (preservation of
life, ordered society, worship of God, education and reproduction of the human species) as
derived from rational thought and based on the premise of 'doing good and avoiding evil'; the
secondary precepts which derive from the primary precepts; the importance of keeping the
precepts in order to establish a right relationship with God and gain eternal life with God in
heaven.
B.
Aquinas’ Natural Law: the role of virtues and goods in supporting moral behaviour
The need for humans to be more God-like by developing the three revealed virtues (faith, hope
and charity) and four cardinal virtues (fortitude, temperance, prudence and justice). Aquinas'
definition of different types of acts and goods: internal acts (the intention of the moral agent when
carrying out an action) and external acts (the actions of a moral agent); real goods (correctly
reasoned goods that help the moral agent achieve their telos) and apparent goods (wrongly
reasoned goods that don’t help the moral agent achieve their God given purpose).
C.
Aquinas’ Natural Law: application of the theory
The application of Aquinas’ Natural Law to both of the issues listed below:
1. abortion
2. voluntary euthanasia
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The degree to which human law should be influenced by Natural Law.
The extent to which the absolutist and/or deontological nature of Natural Law works in
contemporary society.
The strengths and weaknesses of Natural Law.
A consideration of whether Natural Law promotes injustice.
The effectiveness of Natural Law in dealing with ethical issues.
The extent to which Natural Law is meaningless without a belief in a creator God.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 37
Unit 2: Section A - An Introduction to Religion and Ethics
Theme 3: Situation Ethics – a religious approach to ethics
Knowledge and understanding of religion and belief
A.
Joseph Fletcher’s Situation Ethics: his rejection of other forms of ethics and his
acceptance of agape as the basis of morality
Fletcher’s rejection of other approaches within ethics: legalism, antinomianism and the role of
conscience; Fletcher’s rationale for using the religious concept of 'agape' (selfless love) as the
'middle way' between the extremes of legalism and antinomianism; the biblical evidence used to
support this approach: the teachings of Jesus (Luke 10:25:37) and St Paul (1 Corinthians 13).
Situation Ethics as a form of moral relativism, a consequentialist and teleological theory.
B.
Fletcher's Situation Ethics: the principles as a means of assessing morality
The boss principle of Situation Ethics (following the concept of agape); the four working principles
(pragmatism, relativism, positivism and personalism); the six fundamental principles (love is the
only good, love is the ruling norm of Christianity, love equals justice, love for all, loving ends justify
the means and love decides situationally).
C.
Fletcher’s Situation Ethics: application of the theory
The application of Fletcher’s Situation Ethics to both of the issues listed below:
1.
2.
homosexual relationships
polyamorous relationships
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The degree to which agape is the only intrinsic good.
Whether Situation Ethics promotes immoral behaviour.
The extent to which Situation Ethics promotes justice.
The effectiveness of Situation Ethics in dealing with ethical issues.
Whether agape should replace religious rules.
The extent to which Situation Ethics provides a practical basis for making moral decisions for
both religious believers and non-believers.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 38
Unit 2: Section A - An Introduction to Religion and Ethics
Theme 4: Utilitarianism – a non-religious approach to ethics
Knowledge and understanding of religion and belief
A.
Classical Utilitarianism - Jeremy Bentham’s Act Utilitarianism: happiness as the basis of
morality
Bentham's theory of 'utility' or 'usefulness'; ultimate aim is to pursue pleasure and avoid pain;
principle of utility ('the greatest happiness for the greatest number'). The hedonic calculus as a
means of measuring pleasure in each unique moral situation; by considering seven factors:
intensity, duration, certainty, remoteness, fecundity, purity and extent. Act Utilitarianism as a form
of moral relativism, a consequentialist and teleological theory.
B.
John Stuart Mill's development of Utilitarianism: types of pleasure, the harm principle and
the use of rules
Mill's idea that not all pleasure is the same - ‘higher pleasures’ (intellectual) are superior to ‘lower
pleasures’ (basic physical pleasure). Development of the ‘Harm Principle’: the actions of
individuals should be limited to prevent harm to other individuals. Every action does not need to
be assessed and actions are right if they conform to an historical rule that has demonstrated that it
fulfils the principle of utility (now known as ‘Rule’ Utilitarianism). Mill’s Utilitarianism as a
teleological/deontological hybrid.
C.
Utilitarianism: application of the theories (Act and Rule).
The application of Bentham’s Act Utilitarianism and Mill’s Rule Utilitarianism to both of the issues
listed below:
1.
2.
animal experimentation for medical research
the use of nuclear weapons as a deterrent
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The degree to which pleasure can be seen as the sole intrinsic good.
The extent to which Utilitarianism works in contemporary society.
The extent to which Rule Utilitarianism provides a better basis for making moral decisions than
Act Utilitarianism.
Whether Utilitarianism promotes immoral behaviour.
The extent to which Utilitarianism promotes justice.
The extent to which Utilitarianism provides a practical basis for making moral decisions for both
religious believers and non-believers.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 39
Unit 2: Section B - An Introduction to the Philosophy of Religion
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Arguments for the existence of God - inductive
Knowledge and understanding of religion and belief
A.
Inductive arguments - cosmological
Inductive proofs; the concept of ‘a posteriori’.
Cosmological argument: St Thomas Aquinas’ first Three Ways - (motion or change; cause and
effect; contingency and necessity).
The Kalam cosmological argument with reference to William Lane Craig (rejection of actual
infinities and concept of personal creator).
B.
Inductive arguments – teleological:
St Thomas Aquinas’ Fifth Way - concept of governance; archer and arrow analogy.
William Paley’s watchmaker - analogy of complex design.
Fredrick R. Tennant’s (F. R. Tennnant) anthropic and aesthetic arguments - the universe
specifically designed for intelligent human life.
C.
Challenges to inductive arguments:
David Hume - empirical objections and critique of causes (cosmological).
David Hume - problems with analogies; rejection of traditional theistic claims: designer not
necessarily God of classical theism; apprentice god; plurality of gods; absent god (teleological).
Alternative scientific explanations including Big Bang theory and Charles Darwin’s theory of
evolution by natural selection.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






Whether inductive arguments for God’s existence are persuasive.
The extent to which the Kalam cosmological argument is convincing.
The effectiveness of the cosmological/teleological argument for God’s existence.
st
Whether cosmological/teleological arguments for God’s existence are persuasive in the 21
Century.
The effectiveness of the challenges to the cosmological/teleological argument for God’s
existence.
Whether scientific explanations are more persuasive than philosophical explanations for the
universe’s existence.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 40
Unit 2: Section B - An Introduction to the Philosophy of Religion
Theme 2: Arguments for the existence of God - deductive
Knowledge and understanding of religion and belief
A.
Deductive arguments - origins of the ontological argument
Deductive proofs; the concept of ‘a priori’.
St Anselm - God as the greatest possible being (Proslogion 2).
St Anselm - God has necessary existence (Proslogion 3).
B.
Deductive arguments - developments of the ontological argument:
Rene Descartes - concept of God as supremely perfect being; analogies of triangles and
mountains/valleys.
Norman Malcolm - God as unlimited being: God's existence as necessary rather than just
possible.
C.
Challenges to the ontological argument:
Gaunilo, his reply to St Anselm; his rejection of idea of a greatest possible being that can be
thought of as having separate existence outside of our minds; his analogy of the idea of the
greatest island as a ridicule of St Anselm's logic.
Immanuel Kant’s objection - existence is not a determining predicate: it cannot be a property that
an object can either possess or lack.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The extent to which ‘a priori’ arguments for God’s existence are persuasive.
The extent to which different religious views on the nature of God impact on arguments for
the existence of God.
The effectiveness of the ontological argument for God’s existence.
Whether the ontological argument is more persuasive than the cosmological/teleological
arguments for God’s existence.
The effectiveness of the challenges to the ontological argument for God’s existence.
The extent to which objections to the ontological argument are persuasive.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 41
Unit 2: Section B - An Introduction to the Philosophy of Religion
Theme 3: Challenges to religious belief (part 1) - the problem of evil and suffering
Knowledge and understanding of religion and belief
A.
The problem of evil:
The types of evil: moral (caused by free will agents) and natural (caused by nature).
The logical problem of evil: classical (Epicurus) - the problem of suffering.
John L. Mackie’s (J. L. Mackie's) modern development - the nature of the problem of evil
(inconsistent triad).
William Rowe (intense human and animal suffering) and Gregory S. Paul (premature deaths).
B.
Religious responses to the problem of evil:
Augustinian type theodicy:
Evil as a consequence of sin: evil as a privation; the fall of human beings and creation; the Cross
overcomes evil, soul-deciding; challenges to Augustinian type theodicies: validity of accounts in
Genesis, Chapters 2 and 3; scientific error - biological impossibility of human descent from a
single pair (therefore invalidating the ‘inheritance of Adam’s sin); contradiction of perfect order
becoming chaotic - geological and biological evidence suggests the contrary; moral
contradictions of omnibenevolent God and existence of Hell; logical contradiction of perfect
creation being susceptible to change.
C.
Religious responses to the problem of evil:
Irenaean type theodicy:
Vale of soul-making: human beings created imperfect; epistemic distance; second-order goods;
eschatological justification; challenges to Irenaean type theodicies: concept of universal salvation
unjust; evil and suffering should not be used as a tool by an omnibenevolent God; immensity of
suffering and unequal distribution of evil and suffering.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:






The extent to which the classical form of the problem of evil is a problem.
The degree to which modern problem of evil arguments are effective in proving God's nonexistence.
Whether Augustinian type theodicies are relevant in the 21st Century.
The extent to which Augustine’s theodicy succeeds as a defence of the God of Classical
Theism.
Whether Irenaean type theodicies are credible in the 21st Century.
The extent to which Irenaeus’s theodicy succeeds as a defence of the God of Classical
Theism.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 42
Unit 2: Section B - An Introduction to the Philosophy of Religion
Theme 4: Religious Experience (part 1)
Knowledge and understanding of religion and belief
A.
The nature of religious experience with particular reference to:
Visions - sensory; intellectual; dreams
Conversion – individual/communal; sudden/gradual
Mysticism – transcendent; ecstatic and unitive
Prayer – types and stages of prayer according to Teresa of Avila.
B.
Mystical experience:
William James’ four characteristics of mystical experience: ineffable, noetic, transient and
passive.
Rudolf Otto – the concept of the numinous; mysterium tremendum; the human predisposition
for religious experience.
C.
Challenges to the objectivity and authenticity of religious experience:
With reference to Caroline Franks Davis (description-related; subject-related and object-related
challenges). Claims of religious experience rejected on grounds of misunderstanding; claims
delusional - possibly related to substance misuse, fantastical claims contrary to everyday
experiences.
Challenges: individual experiences valid even if non-verifiable; claims could be genuine integrity of individual; one-off experiences can still be valid even if never repeated.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such
as:
 The impact of religious experiences upon religious belief and practice.
 Whether different types of religious experience can be accepted as equally valid in
communicating religious teachings and beliefs.
 The adequacy of James’ four characteristics in defining mystical experience.
 The adequacy of Otto’s definition of ‘numinous’.
 The extent to which the challenges to religious experience are valid.
 The persuasiveness of Franks-Davis’ different challenges.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 43
2.3 A level Unit 3
Unit 3: A Study of Religion
Written examination: 1 hour 30 mins
20% of qualification
90 marks
Learners will be assessed on one of the following options from a choice of six:
Option A: Christianity
Option B: Islam
Option C: Judaism
Option D: Buddhism
Option E: Hinduism
Option F: Sikhism
Note: With one exception, for A level learners, the religion chosen for AS Unit 1 must also be
studied for A level Unit 3.
The only exception being that learners who study Unit 1 Option A: Christianity for AS can
study either Unit 3 Option A: Christianity or Unit 6: Textual Studies (New Testament) for A
level.
This unit provides learners with the opportunity to undertake an in-depth and broad
study of their chosen religion covering themes ranging from religious figures and
sacred texts to practices that shape religious identity.
This unit includes the study of the following content:







religious beliefs, values and teachings, in their interconnections and as they vary
historically and in the contemporary world, including those linked to the nature and
existence of God, gods or ultimate reality, the role of the community of believers, key
moral principles, beliefs about the self, death and afterlife, beliefs about the meaning
and purpose of life
sources of wisdom and authority including, where appropriate, scripture and/or
sacred texts and how they are used and treated, key religious figures and/or teachers
and their teachings
practices that shape and express religious identity, including the diversity of practice
within a tradition
significant social and historical developments in theology or religious thought
including the challenges of secularisation, science, responses to pluralism and
diversity within traditions, migration, the changing roles of men and women, feminist
and liberationist approaches
a comparison of the significant ideas presented in works of at least two key scholars
selected from the field of religion and belief
two themes related to the relationship between religion and society
- religion, equality and discrimination
- religious tolerance, respect and recognition and the ways that religious traditions
view other religions and non-religious worldviews and their truth claims
how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical, studies of religion and/or by
textual interpretation.
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 44
Unit 3: A Study of Religion - Option A: A Study of Christianity
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
The Bible as a source of wisdom and authority:
How the Christian biblical canon was established. Diverse views on the Bible as the word of God:
different understandings of inspiration (the objective view of inspiration; the subjective view of
inspiration; John Calvin’s doctrine of accommodation).
B.
The early church (in Acts of the Apostles):
Its message and format: the kerygmata as presented by Charles H. Dodd (C. H. Dodd), with
reference to Acts 2:14-39; 3:12-26. The challenges to the kerygmata (with reference to the historical
value of the speeches in Acts and the work of Rudolf Bultmann). The adapting of the Christian
message to suit the audience.
Two views of Jesus:
C.
A comparison of the work of two key scholars, including their views of Jesus with reference to their
different methods of studying Jesus: John Dominic Crossan and Nicholas T. Wright (N. T. Wright).
Crossan: Jesus the social revolutionary; using apocryphal gospels; seeing Jesus as product of his
time; what the words of Jesus would have meant in Jesus’ time.
Wright: Jesus the true Messiah; critical realism; texts as ‘the articulation of worldviews’; seeks to find
the best explanation for the traditions found in the Gospels.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which the Bible can be regarded as the inspired word of God.
Whether the Christian biblical canonical orders are inspired, as opposed to just the texts they
contain.
The extent to which the kerygmata (within the areas of Acts studied) are of any value for
Christians today.
Whether the speeches in Acts have any historical value.
The validity of using critical realism to understand Jesus.
The validity of using apocryphal gospels to understand Jesus.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 45
Unit 3: A Study of Religion - Option A: A Study of Christianity
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Challenges from secularisation:
The conflicting religious and non-religious views on Christianity in the UK (the value of Christian faith
schools; whether the UK can be called a ‘Christian country’); beliefs conflicting with laws of country;
perceived challenges to Christianity (decline of role and status of Christianity; reduced impact in public
life; restricted religious liberty).
B.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Challenges from science:
Richard Dawkins’ and Alister McGrath’s contrasting views on the relationship between religion and
science, and the nature of proof; the limits of science; the ‘God of the gaps’ argument.
C.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Challenges from pluralism and diversity within a tradition:
Difference between religious pluralism and tolerance of religious diversity; the exclusivist and
inclusivist views expressed in the Christian Bible (Deut 6:5; Joshua 23:16; John 14:6; Acts 4:12); the
contribution of John Hick and Karl Rahner to Christian inclusivism (and the difference between their
positions); the differences between Christian universalism and pluralistic universalism.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of the Christian response to the challenge of secularism.
The extent to which the UK can be called a Christian country.
The extent to which a scientist must be an atheist.
Whether science has reduced the role of God in Christianity.
The extent to which it is possible to be both a committed Christian and a religious pluralist.
The extent to which the Christian Bible promotes exclusivism.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 46
Unit 3: A Study of Religion - Option A: A Study of Christianity
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
Attitudes towards wealth:
The dangers of wealth (with reference to Mark 10:17-25; Matthew 6:25-34; Luke 12:33-34, 1 Timothy
6:10); apparent contradiction between biblical teaching on stewardship and the ascetic ideal; the
prosperity gospel of the Word-Faith movement.
B.
Migration and Christianity in the UK:
The challenges of Christian migration to, and within the UK, with reference to assimilation, provision
of worship, style of worship and issues of culture. The reverse mission movement to the UK.
C.
The relationship between religion and society: religion, equality and discrimination.
Feminist theology and the changing role of men and women:
The contribution of Mary Daly and Rosemary Radford Ruether to feminist theology. The changing
role of men and women with reference to the issue of the ordination of women priests and bishops;
the impact on the lives of believers and communities within Christianity today.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which wealth is a sign of God’s blessing.
Whether the ascetic ideal is compatible with Christianity.
The extent to which the UK is a modern mission field.
The relative ease of assimilation of Christian migrants into Christian churches in the UK.
Whether men and women are equal in Christianity.
The extent to which feminist theology impacts modern Christian practice.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 47
Unit 3: A Study of Religion - Option A: A Study of Christianity
Theme 4: Religious practices that shape religious identity (part 2)
Knowledge and understanding of religion and belief
A.
Religious identity through unification:
The development of the Ecumenical Movement since 1910 (World Missionary Conference); the World
Council of Churches, its rationale, its mission and its work in three main areas: Unity, Mission, and
Ecumenical Relations; Public Witness and Diakonia; and Ecumenical Formation.
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Religious identity through religious experience:
The development of the Charismatic Movement post-1960; main beliefs; implications for Christian
practice in the experience of believers and Christian communities; philosophical challenges to
charismatic experience (verification and natural explanation).
C.
Religious identity through responses to poverty and injustice:
The basis (political, ethical and religious) of South American liberation theology with reference to
Gustavo Gutierrez and Leonardo Boff; Roman Catholic Church responses to South American
liberation theology.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Whether the work of the World Council of Churches can be viewed as a success or a failure.
The extent to which the non-membership of the Roman Catholic Church affects the aims of the
World Council of Churches.
The strengths and weaknesses of the Charismatic Movement.
Whether a natural explanation for charismatic experiences conflicts with the religious value of the
experience.
Whether the political and ethical foundations of liberation theology are more important than any
religious foundations.
The extent to which liberation theology offered a cultural challenge to the Roman Catholic Church.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 48
Unit 3: A Study of Religion - Option B: A Study of Islam
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
Sources of shari’a (the way): Qur’an; sunna (clear trodden path) and hadith (report); qiyas
(analogy); ijma (consensus)
The significance of sunna for Muslims and the development of hadith. The different categories of
hadith in relation to the overall reliability of text and chain of transmission. The development of qiyas
and ijma. The work of Al-Shafi in devising a methodology for fiqh (deep understanding) of shari’a.
The establishments of the major law schools in applying fiqh within Islam.
B.
The role of shari’a and its importance for Muslims:
Different understandings of the term shari’a and the different ways in which it is applied by Muslims
throughout the world today with reference to: shari’a as civil law; shari’a as religious law and shari’a
as a moral guide. The role of the mujtahid (jurist) and taqlid (imitation). Specific reference to the
debates surrounding ijtihad (intellectual struggle) and contrasting views from within Sunni and Shi’a
Islam on ijtihad. A comparison of the approaches taken by Salafi scholar Rashid Rida and modernist
Islamic scholar Tariq Ramadan.
C.
Muslim understandings of jihad:
The different meanings of jihad (struggle) both greater and lesser. The importance and significance
of greater jihad as a personal spiritual struggle for every Muslim. The historical context and the
specific conditions of lesser jihad. The problems in applying lesser jihad today with specific reference
to modern warfare.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The divine nature of the shari’a.
The extent to which human interpretation may impair understanding of shari’a.
The extent to which a description of shari’a as law is misleading.
Whether or not the doors to ijtihad are closed.
The extent to which the term jihad is misunderstood.
The relevance today of the teachings about lesser jihad.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 49
Unit 3: A Study of Religion - Option B: A Study of Islam
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The concept of a state governed according to Islamic principles and the political and social
influence of religious institutions as a challenge to secularisation:
The religious, social, moral and political structure of Madinah as the model or ideal for any state
governed according to Islamic principles and the impact of the Constitution of Madinah. The role of
shari’a law within a state governed according to Islamic principles. The challenge of shari'a law
within a non-Islamic secular state.
B.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The challenges to Islam from scientific views about the origins of the universe:
Islamic teachings about creation and their compatibility with modern scientific theories such as the
Big Bang, the Steady State and Expanding/Oscillating Universe theories. Reference should be made
to Sura 3:26-27, Sura 23:12-14 and Sura 51:47.
C.
Western perceptions of Islam:
Issues of bias, misrepresentation, inaccuracy and Islamophobia throughout the Western world with a
particular focus on Britain. Examples may be drawn from: political views; views from media sources
(television, radio or newspapers) and/or online media.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The compatibility of Islam with democracy.
The extent to which shari’a is an adequate guide for all aspects of a society.
The effectiveness of Islamic responses to the challenges of scientific views about the origins of
the universe.
Whether or not Islam is compatible with science.
The extent to which the media influences Western perceptions of Islam.
Whether or not Islam is accurately presented in Britain today.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 50
Unit 3: A Study of Religion - Option B: A Study of Islam
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Islamic attitudes towards pluralism:
The diversity in Muslim attitudes towards other religions, including People of the Book. The
teachings found in Sura 42:13, Sura 2:136 and Sura 2:256. The importance of religious freedom in
the history of the Islamic religion. Conversion in Islam.
B.
The relationship between religion and society: religion, equality and discrimination.
The importance of family life for the Muslim religion:
The role of the family and the Muslim home as foundational for Islamic principles. The changing role
of men and women in Islam with reference to family life. The role and status of women in Islam with
reference to feminism: the pioneering work of Professor Aisha Abd Al Rahman (aka "Bint ash shati");
a contemporary feminist view Haleh Afshar.
C.
Islam and migration: the challenges of being a Muslim in Britain today:
An examination of the problems created by segregation and assimilation for Muslim communities and
individuals living in Britain today with a focus on food, dress, practice of religion and, education. The
role of the Muslim Council of Britain.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of Islamic responses to pluralism.
Whether or not there is a coherent approach to conversion in Islam.
The extent to which the Muslim family is central to the Islamic religion.
Whether or not women are equal to men in Islam.
The possibility of assimilation into a secular society for Muslims in Britain.
The effectiveness of the Muslim Council of Britain.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 51
Unit 3: A Study of Religion - Option B: A Study of Islam
Theme 4: Religious practices that shape religious identity
Knowledge and understanding of religion and belief (part 2)
A.
Diversity within Islam:
Beliefs and practices distinctive of Shi’a Islam:
Specific Shi’a interpretations of the Five Pillars. The significance of the historical dispute that gave
rise to Shi’a Islam with reference to: the succession of Ali; the death of Hussein and martyrdom.
Beliefs about the Imam; Mahdi (occultation); pilgrimage; muta (temporary marriage) and taqiyya
(concealing belief).
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Islam and change - the development and influence on religious belief and practice
within Islam of:
Sufi philosophical thought about the nature of God and religious experience:
The Qutb (Sufi spiritual leader). The role of the teacher, the use of parables and the direct personal
relationship of teacher to pupil. The role of asceticism. The role of personal, mystical religious
experience as a way of experiencing God. The variety of sufi devotional practices including dhikr
(remembrance), muraqaba (Sufi meditation) and sama (spiritual listening, specifically whirling).
C.
Ethical debate about crime and punishment (including arguments posed by scholars from
within and outside the Islamic tradition):
Traditional Muslim views about punishment for crime. Categories of punishment: qisas; hudud; tazir.
A comparison of different views about the death penalty: a modernist scholarly view - Tariq Ramadan;
a traditionalist Islamic scholar - Sheikh Ahmad Ash-Sharabasi; the response of James Rachels (nonIslamic scholar).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Islam as a divided or united religion.
The extent to which Shi’a is a unique form of Islam.
The possibility of a personal mystical union with God in Islam.
The religious validity of Sufi devotional practices.
The effectiveness of Islamic ethical teachings as a guide for living for Muslims today.
The extent to which Islamic teachings on punishment can be applied today.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 52
Unit 3: A Study of Religion - Option C: A Study of Judaism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
The structure and development of the Talmud and its importance within Judaism:
The differences between the Jerusalem and Babylonian Talmuds. The nature of the Mishnah:
content, style and importance for study in Judaism. The nature of the Gemara: content, style and
importance for study in Judaism.
B.
Midrash in Judaism: the distinction between Halakhah and Aggadah:
The meaning and purpose of midrash. Midrashic method: peshat (plain, literal); remez (hint); derash
(homily); sod (hidden). The Halakhah and the 613 mitzvot; Halakhah as the revealed will of God –
Orthodox and Reform views. The purpose and role of Aggadah in midrash.
C.
Rabbi Shlomo Yitzchaki (Rashi) and Moses Maimonides:
Rashi’s importance in the history of Talmudic study. Rashi’s approach to midrash: close reading,
forensic exegesis and the goal of clarity through peshat (literal interpretation).
Maimonides’ significance in the history of Jewish studies. The approach taken by Maimonides to
midrash: philosophy and reason.
A comparison of the views of Rashi and Maimonides concerning an understanding of the creation text
in Genesis 1.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The Mishnah as the most important element of the Talmud.
The relative importance of the Gemara.
The importance of Halakhah versus the importance of Aggadah for Judaism.
Whether or not midrash is an imprecise science.
The relative importance of Rashi and Maimonides for understanding Hebrew scriptures.
The extent to which Maimonides is the most complete Jewish scholar.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 53
Unit 3: A Study of Religion - Option C: A Study of Judaism
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The challenge of secularisation:
The origins of Religious Zionism with reference to Amos 9:14–15 and “Zion theology” found in the
th
Hebrew Bible. The rise of nationalism in response to anti-Semitism in the 19 century. Political
Zionism and the developing idea of a national identity amongst Jews with reference to: the Dreyfus
affair; the work of Theodor Herzl and the international Zionist movement; the First Zionist Conference
in 1897 and the establishment of political and legal claims; revival of the Hebrew language in its
modern spoken form. Labour Zionism and the development of kibbutz. The development of the
Zionist Movement and the establishment of the secular state of Israel. Migration to Israel; the
challenge of secularisation with reference to the specific response by Haredi Judaism.
B.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The challenge of science:
Diversity of responses within Judaism to the philosophical issues relating to both the nature of God
and to the creation event with reference to bereshit (in the beginning); evolution and different Jewish
understandings of the creation process; the debate about the age of the universe.
C.
Holocaust theology:
Key theological responses to the Holocaust with reference to: the meaning of Richard Rubenstein’s
“death of God”; Elie Wiesel’s “The Trial of God”; Ignaz Maybaum’s view of Israel as the “suffering
servant” and the Holocaust as “vicarious atonement”; Eliezer Berkovitz and “the hiding of the divine
face” and free will; Emil Fackenheim‘s proposal of the Holocaust as a new revelation experience of
th
God by way of a 614 commandment.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The validity and strength of the links between Zionism and Judaism.
Whether or not Zionism is specifically a Jewish movement.
The success of Judaism in meeting the challenges posed by science.
Whether or not Judaism is compatible with science.
The success of Holocaust theologies in addressing the challenges raised by the Holocaust.
Whether or not any Holocaust theology is legitimate.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 54
Unit 3: A Study of Religion - Option C: A Study of Judaism
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The development of Reform Judaism and Jewish attitudes to pluralism:
The role and legacy of the Pittsburgh Platform with reference to: attitudes towards liberationist thought
(concern for the poor) and Tikkun Olam (repair of the world); attitudes towards other religions; the
diversity of views in Reform and Orthodox Judaism towards interfaith dialogue.
B.
The relationship between religion and society: religion, equality and discrimination.
Jewish family life, including diversity of views within Judaism about gender equality:
The role of the family and the Jewish home as foundational for Jewish principles. The changing role
of men and women in Judaism with reference to family life. The role and status of women in Judaism
with reference to feminism: debates about agunah (chained); debates about minyan; the contributions
of Judith Plaskow and Margaret Wenig to Jewish feminism.
C.
Judaism and migration: the challenges of being a religious and ethnic minority in Britain with
reference to key features of aspects of Jewish life
An examination of the problems created by segregation and assimilation for Jewish communities and
individuals living in Britain today with a focus on: kashrut (purity); dress; practice of religion and
education. The role of the Jewish Leadership Council.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of Jewish responses to pluralism.
The effectiveness of the Pittsburgh Platform in relation to the plight of the poor.
Family life as the main strength of Judaism.
Whether or not women can be equal to men in Judaism.
The possibility of assimilation into a secular society for Jews in Britain.
The extent to which assimilation equates to a loss of identity.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 55
Unit 3: A Study of Religion - Option C: A Study of Judaism
Theme 4: Religious practices that shape religious identity
Knowledge and understanding of religion and belief (part 2)
A.
Beliefs and practices distinctive of Hasidic Judaism:
Rabbi Yisrael ben Eliezer (aka Baal Shem Tov) and the opposition of the Mitnagdim; adoption of new
prayer rite; modified liturgy; influence of the rebbe; miraculous healing; charismatic approach to
worship; life of piety; emphasis on worship rather than traditional study.
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Philosophical understandings of the nature of God and religious experience found in Kabbalah:
Esotericism: meditation, visual aids, art and magic. Role of the Zohar. The focus on the experience of
God and trying to penetrate God’s essence: En Sof (infinite); Sefirot (emanations); Devekut (clinging
on); and Tikkun (repair).
C.
Ethical debate within Judaism about embryo research, including arguments posed by scholars
from within and outside the Jewish tradition:
Jewish contributions to the debate about embryo research with particular reference to: the relationship
between stem-cell research and pikuach nefesh (the sanctity of life); somatic cell nuclear transfer
(SCNT); pre-implantation embryo research; a comparison of the views proposed by Rabbi J. David
Bleich and Rabbi Moshe David Tendler; the views and work of Professor Clare Blackburn.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Whether Hasidism contributed to the survival of Judaism.
The extent to which Hasidism divides Judaism.
The possibility of a personal mystical union with God in Judaism.
The value of aids to worship in Kabbalah.
The effectiveness of Jewish ethical teachings as a guide for living for Jews today.
The extent to which pikuach nefesh is compatible with embryo research.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 56
Unit 3: A Study of Religion - Option D: A Study of Buddhism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
The Pali Canon: its role in Buddhism as a whole:
The Tipitaka. The authority of the Vinaya for the Theravada sangha the wider authority and
significance of the Sutta Pitaka, the relevance of the Abidhamma for the commentarial
development of Buddhism. The importance of the Pali Canon as a source of wisdom.
The main themes and concepts in two Mahayana texts:
B.
The Heart Sutra - the philosophical content regarding the mutual identity of emptiness and form.
The Parable of the Burning House in the Lotus Sutra - exemplifying the concept of skilful means
and the provisional nature of the teachings.
C.
The contribution made to the development of Buddhist thought by the work of
contemporary Buddhist teachers:
A comparison of the background and work of the Fourteenth Dalai Lama and Thich Nhat Hanh: their
practical interpretation of Buddhist teachings for life in the West: with reference to Thich Nhat Hanh’s
emphasis on simple practices (smiling, breathing and walking) and the Dalai Lama’s emphasis on acts
of kindness; both teachers’ views about compassion and non-harming.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The relative importance of the Pali Canon in Buddhism.
The significance of the Vinaya for the sangha.
The teachings in Mahayana Sutras as representative of reality.
Skillful means as a key to understanding Buddhism’s diversity.
The relative success of Dalai Lama and Thich Nhat Hanh in ensuring the relevance of
Buddhism in the modern world.
The extent to which the Dalai Lama and Thich Nhat Hanh have developed new and
innovative expressions of Buddhism.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 57
Unit 3: A Study of Religion - Option D: A Study of Buddhism
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
Historical development of Buddhism in Japan:
The development of key Buddhist traditions in Japan - Zen, Pure Land and Nichiren, with
particular reference to the central practices of koan (paradoxical statement used as a practice
in Zen traditions), nembutsu (going for refuge in Amida/Amitabha Buddha in Pure Land
traditions) and daimoku (mantra used in Nichiren traditions).
B.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Responses to the challenges from science:
The tension between presentations of Buddhism as avoiding ‘blind faith’, emphasising the realisation
of truth in experience (with reference to the Kalama Sutta v.9 & 10) and Asian Buddhist worldviews
populated with a diversity of beings and realms. The Dalai Lama’s assessment of the value of
science.
C.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Reponses to the challenges from secularisation:
Buddhism’s frequent presentation in the West as a secular philosophy, with reference to Stephen
Batchelor (a Buddhist Atheist) and his presentation of Buddhism as a rational philosophy and way of
life, and David Brazier, who claims Buddhism is a religion.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which Japanese Buddhism is unique.
The importance of koan, nembutsu and daimoku as expressions of Buddhist teachings.
The extent to which there is a close relationship between Buddhism and science.
Ways in which scientific worldview and Buddhism are incompatible.
The legitimacy of Western presentations of Buddhism as atheistic and secular.
The question of whether Buddhism is a religion.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 58
Unit 3: A Study of Religion - Option D: A Study of Buddhism
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Responses to the challenges of pluralism and diversity:
Emphasis within Buddhism on the individual testing the teachings and staying true to experience, even
if that means following a path different to Buddhism (with reference to the Kalama Sutta v. 9 & 10 and
Majjhima Nikaya 56.16 - the Buddha’s conversation with Upali). In Mahayana Buddhism the teachings
are sometimes considered to be only provisional, different upaya (skilful means) to suit different
listeners. The idea that religions contain truth/goodness that all can learn from, as evidenced in the
Edicts of Emperor Ashoka: Rock Edict Nb7 and Rock Edict Nb12.
B.
Historical development of Buddhism in Britain:
Buddhism in Britain, distinguishing between ‘heritage’ Buddhism (the Buddhism of those whose
relatives were born in Buddhist countries and migrated to Britain) and ‘convert’ Buddhism. Possible
reasons for the popularity of Buddhism in Britain.
C.
The relationship between religion and society: religion, equality and discrimination.
The changing roles of men and women including feminist approaches within Buddhism:
Different views in Buddhism about whether women can be nuns or attain awakening. The Buddha
ordained women, after persuasion. The Lotus Sutra presents a range of teachings: all equally
possess the potential to attain Buddhahood; the Dragon King’s daughter (Chapter 12) transforms into
a man before attaining awakening. Buddhism’s commitment to the end of suffering may be seen as
inherently feminist (as indicated by Rita Gross). Cultural stereotypes of the roles of men and women
have no universal application within Buddhism.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which Buddhism’s openness means it is in danger of losing its own identity.
The value of experience compared to other potential sources of authority in Buddhism.
The unique nature of British Buddhism in comparison with Buddhism found in other countries.
The comparative legitimacy of ‘convert’ Buddhism with ‘heritage’ Buddhism.
The comparative significance of features which contribute to the popularity of Buddhism in Britain.
The extent to which Buddhism aligns with feminism.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 59
Unit 3: A Study of Religion - Option D: A Study of Buddhism
Theme 4: Religious practices that shape religious identity (part 2)
Knowledge and understanding of religion and belief
A.
Beliefs and practices of Tibetan Buddhist traditions with reference to mudra, mandala and
mantra:
The relationship of Buddhism with pre-Buddhist Bon religion as part of the context for the
development of these distinctive practices associated with Vajrayana Buddhism - mudra, (ritual bodily
movements, often hand gestures) mandala (cosmic diagrams) and mantra (sacred sounds).
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Buddhism and change – the development and influence on religious belief and practice within
Buddhism of:
The Mindfulness Movement:
Philosophical understandings of the nature of reality and religious experience found within the
contemporary Mindfulness movement. The use of mindfulness in health care, education and business
– examples drawn from pain management, treatment for stress, depression and anxiety, cancermanagement, addiction treatment, mindfulness in schools, mindfulness in large corporations and
businesses. The response of Slavoj Zizek - that by encouraging stress-release, mindfulness serves
capitalism rather than challenges it.
C.
Socially Engaged Buddhism (SEB): ‘liberationist’ traditions
Reasons for the development of Socially Engaged Buddhism. The primary drive to combat suffering
(not just on achieving a positive rebirth or awakening for oneself). Thich Nhat Hanh's Mindfulness
Trainings. The Dalai Lama’s support of non-violent protest with regards to Tibet. Sakyadhita and the
Buddhist Peace Fellowship as key SEB organisations. The scholarly contribution of Joanna Macy
and Damien Keown.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The unique nature of Vajrayana Buddhism.
The centrality of practices as expressions of Buddhist ideas.
The extent to which the contemporary Mindfulness movement can be considered to be Buddhist.
The extent to which the contemporary Mindfulness movement offers an antidote to suffering.
Social justice as a requisite for the observance of Buddhist teachings.
Social engagement as a distraction on the path to Awakening.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 60
Unit 3: A Study of Religion - Option E: A Study of Hinduism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
Nature and significance of the Upanishads:
Origin and background of the Upanishads; teaching of the gurus - significant teaching on the
relationship between Brahman and atman; achievement of jnana and the concept of yajna.
Reference should be made to: Katha Upanishad – dialogue between Yama the god of death and his
disciple Chela 2:8; 2:24; 2:16; 3:6; 3:12; 3:15; 4:3; 5:2; 5:7; Chandogya Upanishad 6:13:1-3.
B.
A comparison of the contributions made to Hinduism by Mahatma Gandhi and
Shri Paramahamsa Ramakrishna:
Gandhi:
Conviction and belief in Advaita Vedanta, satyagraha and bramacharya; their interpretation and
application. The interaction between his political stance and religious beliefs; self-rule for India;
opposition to the Partition, opposition to ‘untouchability’; belief in a universalist religion. Bhagavad
Gita: 18:52-53.
Shri Paramahamsa Ramakrishna:
C.
The influence of mystical experiences on his thought. Development of Advaita - his role in promoting
Hinduism and developing neo-Vedanta thought; the importance of Vivekananda and Ramakrishna
mission in the development of Hinduism – interpretation of thinking of Ram Mohan Roy and
Ramakrishna; creation of popular discourse of Hinduism in the West; development of neo-vedanta;
importance of tolerance and respect towards all spiritual paths; unity of spiritualism and materialism;
development of Hinduism as world religion; influence on Hindu identity; influence on attitudes to
caste and worship of idols.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The importance of the Upanishads for Hindus today.
The relative importance of the Katha Upanishad within the Upanishads
The extent to which Gandhi’s achievements were more political than religious.
The individual successes and failures of Gandhi / Shri Paramahamsa Ramakrishna.
The extent to which Ramakrishna was influenced by Western ideas.
The relative influence of Vivekananda and the Ramakrishna mission in the development of
Hinduism as a world religion.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 61
Unit 3: A Study of Religion - Option E: A Study of Hinduism
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
The reasons for the development and growth of ISKCON:
With special reference to A.C. Bhaktivedanta Swami Prabhupada; religious and cultural reasons for
growth; key practices - regulation of life an austere code of behaviour; key beliefs, e.g. importance of
bhakti for Krishna consciousness; Prabupadha’s life and influence.
B.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The challenges to Hinduism from secularisation and science:
The relationship between Hinduism and science in vedic literature - Saankhya yoga classifies matter;
Hindu rishis as philosophers, mathematicians and scientists – Charaka and Aryabhatta. Hinduism’s
acceptance of scientific advancements – a legitimate but incomplete step towards knowing and
understanding reality; the diversity of views – conservative and liberal. Hindutva response to
secularisation in context of India as a secular state; influence of secularisation in India; orthodox
Hindus view history as pre-ordained and therefore accept aspects of secularisation.
C.
Hindu liberationist thinking as defending the poor and oppressed:
The importance of the four purusharthas – the four aims of human life - dharma - righteousness, artha
- wealth, kama – pleasure and moksha – liberation to the Hindu attitude to wealth and poverty and the
relationship between them; their influence on the guidance of artha shastras; influence of Vinoba
Bhave. Manu 4:12, Manu 4:15. Rig Veda 10:117.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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ISKCON as a ‘deviation’ from ‘traditional’ Hinduism.
The relative importance of Prabhupada in the development and growth of ISKCON.
The extent to which the only effective response to secularisation is the Hindutva response.
The effectiveness of Hindu responses to the challenges of science.
Relevance and practicality of Hindu attitude to wealth and poverty in today’s world.
The extent of Vinoba Bhave’s influence on Hindu attitudes to social welfare.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 62
Unit 3: A Study of Religion - Option E: A Study of Hinduism
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Difference between diversity and pluralism:
Hinduism can be viewed as a pluralist tradition; many religious and cultural variations tolerated within
Hinduism itself; historical origins of Hindu attitudes - Mahatma Gandhi's Sarvodaya (universal uplift or
welfare of all). The conflict between exclusivism and pluralism; Hindu attitudes towards other faiths –
concept of ishdateva (God honoured under many names and forms); a person's choice which is the
focus of their religious quest; celebration of divine under one name does not imply exclusion of
celebration under another name or form.
B.
The impact of migration on Hindu identity and the challenges of being a religious and ethnic
minority in Britain:
The meaning of Hindu identity in terms of belief, practice, lifestyle, worship and conduct; possible
conflict of traditional Hinduism with popular culture; difficulties of practising Hinduism in a non-Hindu
society.
C.
The relationship between religion and society: religion, equality and discrimination.
The changing roles of men and women in Hinduism (including different views within the
religion):
Religious and cultural views on the rights of women. Traditional views on the role of men and women
in Hinduism; development of the role of women with reference to Indira Gandhi; contemporary views
on the role of women and feminism, with reference to Madhu Kishwar; how these ideas have
impacted on the role of men.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which Hinduism is an exclusivist or inclusivist tradition.
The relative influence of Mahatma Gandhi’s Sarvodaya on Hindu attitudes to other religions.
The possibility of assimilation into a secular society for Hindus in Britain.
The extent to which there is a Hindu identity in Britain.
Changing roles of men and women in Hinduism.
The extent to which feminism is an issue in Hinduism today.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 63
Unit 3: A Study of Religion - Option E: A Study of Hinduism
Theme 4: Religious practices that shape religious identity (part 2)
Knowledge and understanding of religion and belief
A.
Bhakti Movement:
Origin and background of movement; different types of bhakti – bhakti marga (way of loving
devotion); Vaishnava bhakti (loving devotion towards Vishnu); Shaiva bhakti (loving devotion towards
Shiva); yatra (pilgrimage) as part of bhakti; Bhagavad Gita 9:26-28, 9:32, 16:1-3.
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Hinduism and change – the development and influence on religious belief and practice within
Hinduism of:
Philosophical understandings of the nature of reality and religious experience found in
Samkhya yoga and Advaita Vedanta:
Development of Samkhya philosophy; three forms of Brahman – ishvara, prakriti and atman; the
three gunas – sattva, rajas and tamas; influence of Patanjali and ashtanga yoga. Maitri Upanishad
18-19, Shvetashvatara Upanishad 5:7, 12-13. Meaning of Advaita; understanding of Brahman as
nirguna; influence of Shankara (aka Shankaracharya) and his teaching; the three levels of reality –
illusory, mundane and ultimate; idea of adhyasa – superimposition.
C.
Hindu bioethics:
Infertility – relevant Hindu teaching and concepts; consideration of the views of Swasti Bhattacharya
and S. Cromwell Crawford on ‘Assisted Reproductive Technology’ - IVF, sperm donation and
embryonic transfer.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Bhakti as a less spiritual expression and path of Hinduism.
The relative importance of the bhakti movement within Hinduism.
The relative successes of Samkhya and Advaita Vedanta philosophies in explaining the true
relationship between God and humanity.
The extent to which Brahman can be understood as nirguna.
The social and historical limitations of Hindu ethical teachings you have studied.
The extent to which IVF is compatible with Hindu teaching.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 64
Unit 3: A Study of Religion - Option F: A Study of Sikhism
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Religious figures and sacred texts (part 2)
Knowledge and understanding of religion and belief
A.
Role and significance of the texts of Mul Mantra and the Japji of Guru Nanak:
The Mul Mantra and the Japji of Guru Nanak – a study of their philosophical content: liberating and
awesome presence of God – evil thoughts can only be cleansed through God’s name; interpretation
and application in worship; personal meditation and initiation – use in the amrit ceremony; preparation
for worship in the gurdwara; epilogue to gurdwara services; summary of Sikh beliefs about God.
The contribution made to the development of Sikh thought through the works of:
B.
Guru Arjan - a period of Sikh growth:
Guru Arjan’s missionary journeys to Manjha region; expansion of Jat influx into Sikh panth; fight
against Mughal tyranny; His example of the temporal and spiritual teaching of Sikhism; authorship of
the Sukhamni (hymn of peace); safeguarding and developing principles of Guru Nanak; development
of tithing within Sikhism. His building of Harmandir at Amritsar – architectural features reflecting Sikh
beliefs, such as humility before God and all castes being equal. Compilation of Adi Granth to
promote truth, peace and contemplation; his vision for Sikhism (Adi Granth 396 and Adi Granth
1136).
Maharaja Ranjit Singh and the founding of the Sikh empire:
C.
His background and early life; the founding of the Khalsa; political sovereignty in the Punjab; his
success in creating a golden age for Sikhism; features of the secular empire - no discrimination and
religious freedom.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The relative importance of the Mul Mantra and the Japji of Guru Nanak in Sikh worship.
The relative importance of the Japji of Guru Nanak and the Mul Mantra as statements of faith
within Sikhism.
The relative merits of the contributions to Sikhism of Guru Arjan.
The extent to which the status of the Gurus is over exaggerated in Sikhism.
The extent to which the Sikh empire of Maharaja Ranjit Singh was religious.
The extent to which Maharaja Ranjit Singh can be regarded as more important in the development
of Sikhism than Guru Arjan.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 65
Unit 3: A Study of Religion - Option F: A Study of Sikhism
Theme 2: Significant historical developments in religious thought
Knowledge and understanding of religion and belief
A.
The aspiration for Khalistan:
An understanding of the political background; 1919 Vaisakhi Massacre; partition of Punjab in 1947;
Operation Bluestar 1984; role of persecution in Sikh identity and aspiration; diversity of views on selfrule.
B.
The relationship between religion and society: religion, equality and discrimination.
Changing role of men and women in Sikhism:
Teaching of Guru Nanak – Adi Granth 62, 473; example of Guru Gobind Singh; marriage
monogamous and a religious ceremony; widow’s right to be head of the family; equal rights in
education and worship; gender equality – Guru Granth Sahib – 473; importance of women’s views;
equal religious opportunities and roles; equality in dress of men and women. Guru Amar Das - his
appointment of women teachers. The views of Dr Mohinder Kaur Gill; Dr Gurnam Kaur and
Kanwaljit Kaur Singh. Relationship of feminism with Sikh religious philosophy – recognition of men
and women as equal, but with different souls.
C.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
Difference between diversity and pluralism:
Historical origins of Sikh attitudes – conflicts with Islam and Hinduism; the teaching of Guru Granth
Sahib; conflict between exclusivism and inclusivism; Sikh attitudes to interfaith dialogue – Sikhism no
longer a missionary religion; Sikh attitudes to other faiths – enlightenment mediated through all
theistic religious systems. Diversity between Khalsa and non-khalsa Sikhs.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The significance of persecution in shaping Sikhism.
The relative importance within Sikhism as a whole of the aspiration for Khalistan, Punjabi
language and culture.
The extent to which feminism has always been part of Sikhism.
Whether men and women are equal in Sikhism.
The extent to which Sikhism can be regarded as a non-missionary religion.
The extent to which Sikhism is an exclusivist or inclusivist tradition.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 66
Unit 3: A Study of Religion - Option F: A Study of Sikhism
Theme 3: Significant social developments in religious thought
Knowledge and understanding of religion and belief
A.
The relationship between religion and society: respect and recognition and the ways that
religious traditions view other religions and non-religious worldviews and their truth claims.
The challenges to Sikhism from science and its responses to secularisation:
Relationship of Sikhism with science – no conflict with scientific view of Big Bang, continuous
creation and evolution – Guru Granth Sahib – 1163;8276. Secularisation: Sikh emphasis on social
obligations and social reforms; duties as a citizen; freedom and equality of religion; compatibility of
Sikh beliefs with secular democracy. Sikh responses to secularisation.
B.
Origins and development of the Sikh community in Britain:
Migration from Punjab and East Africa; distribution of Sikh population in Britain; perceived difficulties
encountered; adoption of Sunday; development of gurdwara as a social centre. Conflict of traditional
Sikh values with popular culture.
C.
The challenges of being a religious and ethnic minority in Britain with reference to miri and
piri:
Origins of concept of miri (temporal) and piri (spiritual); development of tegh and deg – sword and
cooking pot; Sikh liberationist thinking as defending the poor and oppressed; practical implications
of concept of protecting the oppressed and feeding the hungry material and spiritual needs;
wearing of the kirpan.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of Sikh responses to the challenges of science.
The possibility of assimilation into a secular society for Sikhs in Britain.
Whether Sikh responses to the challenges of secularisation are effective.
The extent to which the distribution of the Sikh population in Britain has hampered its
development.
The relationship between miri and piri in Sikh daily life.
Relevance and practicality of Sikh attitudes to defending the poor and oppressed in today’s
world.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 67
Unit 3: A Study of Religion - Option F: A Study of Sikhism
Theme 4: Religious practices that shape religious identity (part 2)
Knowledge and understanding of religion and belief
A.
The status and importance of Rahit Maryada and Rahit Namas:
Origins of the Rahit Maryada; relationship between values, principles and practices - influence on
personal life and relationship with God and establishment of distinctive Sikh practices; importance in
terms of beliefs and conduct and influence on Sikh identity – definition of Sikhs and non-Sikhs and
influence on uniformity of Sikh practice worldwide; interpretation and reform – self-discipline;
organisation of practices in the gurdwara; relationship between Rahit Maryada and Rahit Namas.
Synoptic links - how developments in beliefs and practices have, over time, influenced and been
influenced by developments in philosophical, ethical studies of religion.
B.
Sikhism and change - the development and influence on religious belief and practice within
Sikhism of:
Philosophical understandings of the nature of God and religious experience found in the
names of God:
Quintessence of Sikh spirituality and the practice of Naam Japo (true name of God). Naam as a
controlling force, attributes of naam, the 5 Shabads (God as word) and the 5 Khands (five stages of
spiritual progress leading to the Ultimate Truth).
Sikhism and bioethics – infertility;
C.
Sikh teaching and concepts; consideration and comparison of the views of Sikh scholars D.S. Chahal; Dr Jodh Singh and W.O. Cole as a scholar outside the Sikh faith. Their views on
‘Assisted Reproductive Technology’ - IVF, sperm donation and embryonic transfer.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of the Rahit Maryada or Rahit Namas as a guide to Sikh living.
The relative importance of the Rahit Maryada in the context of Sikh identity.
The practice of Naam Japo as evidence of a personal mystical union with God.
The relative importance of the five stages of spiritual liberation.
The effectiveness of Sikh ethical teachings you have studied as a guide for living for Sikhs today.
The extent to which IVF is compatible with Sikh teaching.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 68
2.4 A level Unit 4
Unit 4: Religion and Ethics
Written examination: 1 hour 30 minutes
20% of qualification
90 marks
This unit provides learners with the opportunity to undertake an in-depth and broad
study of fundamental ethical themes, ranging from ethical language and thought to
freewill and determinism.
This unit includes the study of the following content:
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ethical language and thought through significant concepts and the works of key
thinkers, illustrated in issues or debates in religion and ethics
three normative ethical theories such as deontological, teleological or character
based ethics (at least two of which must be religious approaches)
the application of ethical theory to two personal, societal or global issues of
importance, including religious ethical perspectives
how ethical language in the modern era has changed over time; including a
study of meta-ethical theories and significant ideas in religious and moral thought
such as free will, conscience or authority
a comparison of the significant ideas presented in the works of at least two key
scholars selected from the field of religion and ethics, and developments in the
way these ideas are applied to significant issues in religion and belief
how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices, the philosophy of religion and/or
textual interpretation.
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 69
Unit 4: Religion and Ethics
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Ethical Thought (part 2)
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by developments
in the philosophy of religion.
Meta-ethical approaches: Naturalism
Objective moral laws exist independently of human beings, moral terms can be understood by analysing the
natural world; ethical statements are cognitivist and can be verified or falsified; verified moral statements are
objective truths and universal. Francis H. Bradley (F.H. Bradley) - ethical sentences express propositions;
objective features of the world make propositions true or false; meta-ethical statements can be seen in scientific
terms.
Challenges: David Hume - Hume’s Law (the is-ought problem); George E. Moore’s (G.E. Moore's) Naturalistic
Fallacy (moral language is indefinable); the Open Question Argument (moral facts cannot be reduced to natural
properties).
B.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by developments
in the philosophy of religion.
Meta-ethical approaches: Intuitionism
Objective moral laws exist independently of human beings; moral truths can be discovered by using our minds in
an intuitive way; intuitive ability is innate and the same for all moral agents; intuition needs a mature mind so not
infallible; allows for objective moral values. Harold A. Prichard (H. A. Pritchard) - ‘ought to do’ has no definition;
recognise what we ‘ought to do’ by intuition; two ways of thinking (general and moral).
Challenges: no proof of moral intuition exists; intuitive ‘truths’ can differ widely; no obvious way to resolve
conflicting intuitions.
C.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by developments
in the philosophy of religion.
Meta-ethical approaches: Emotivism
Theory that believes objective moral laws do not exist; a non-cognitivist theory; moral terms express personal
emotional attitudes and not propositions; ethical terms are just expressions of personal approval (hurrah) or
disapproval (boo); explains why people disagree about morality. Alfred J. Ayer (A.J. Ayer) - ethical statements
are neither verifiable nor analytic; made to express joy or pain (emotion); expressed to be persuasive; emotivism
is not subjectivism.
Challenges: no basic moral principles can be established; ethical debate becomes a pointless activity; there can
be no universal agreement that some actions are wrong.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Whether ethical and non-ethical statements are the same.
The extent to which ethical statements are not objective.
Whether moral terms are intuitive.
The extent to which moral terms are just expressions of our emotions.
Whether one of Naturalism, Intuitionism or Emotivism is superior to the other theories.
The extent to which the different meta-ethical theories encourage moral debate.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 70
Theme 2: Deontological Ethics
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
John Finnis’ development of Natural Law:
Development of the seven basic human goods (life, knowledge, friendship, play, aesthetic experience,
practical reasonableness and religion); distinction between theoretical / practical reason; Nine
Requirements of Practical Reason (view life as a whole, prioritise certain goods over others, basic goods
apply equally to all, do not become obsessed with a particular project, use effort to improve, plan your
actions to do the most good, never harm a basic good, foster common good in the community and act in
your own conscience and authority); the common good and the need for authority.
B.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
Bernard Hoose's Proportionalism:
As a hybrid of Natural Law, a deontological / teleological ethic; Hoose’s proportionalist maxim (‘it is never
right to go against a principle unless there is a proportionate reason which would justify it’); distinction
between an evil moral act (an immoral act) and a pre-moral/ontic evil act (a bad act that in itself is not
immoral); distinction between a right act (an act that follows the moral rule) and a good act (an act that is
not a right act, but creates the lesser of two evils); proportionality based on agape.
C.
Finnis’ Natural Law and Hoose’s Proportionalism: application of the theory
The application of Finnis’ Natural Law and Hoose’s Proportionalism to both of the issues listed below:
1. immigration
2. capital punishment
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Whether Finnis’ Natural Law is acceptable in contemporary society.
The extent to which Hoose’s Proportionalism promotes immoral behaviour.
Whether Finnis and/or Hoose provide a basis for moral decision making for believers and/or nonbelievers.
The strengths and weaknesses of Finnis’ Natural Law and/or Hoose’s Proportionalism.
The effectiveness of Finnis’ Natural Law and/or Hoose’s Proportionalism in dealing with ethical issues.
The extent to which Finnis’ Natural Law is a better ethic than Hoose’s Proportionalism or vice versa.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 71
Unit 4: Religion and Ethics
Theme 3: Determinism
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
Religious concepts of predestination, with reference to the teachings of:
St Augustine:
Doctrine of Original Sin: role of concupiscence, humanity as "a lump of sin" (massa peccati), an essentially
'free' human nature (liberium abitrium), the loss of human liberty (libertas) to our sinful nature, God's grace
and atonement for the elect / saints.
John Calvin:
Doctrine of Election: the absolute power of God, the corrupted nature of humans, the Elect and the
Reprobates, unconditional election, limited atonement, irresistible grace and perseverance of the elect.
B.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
Concepts of determinism:
Hard determinism: philosophical (John Locke - free will is an illusion, man in bedroom illustration), scientific
(biological determinism - human behaviour is controlled by an individual's genes), psychological (Ivan
Pavlov - classical conditioning).
Soft determinism: Thomas Hobbes (internal and external causes), Alfred J. Ayer (A.J. Ayer) - (caused acts
v forced acts).
C.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
The implications of predestination / determinism:
The implications of determinism (hard and soft) on moral responsibility: the worth of human ideas of
rightness, wrongness and moral value, the value in blaming moral agents for immoral acts, the usefulness
of normative ethics.
The implications of predestination on religious belief: the link between God and evil, the implications for
God’s omnipotence and omnibenevolence, the use of prayer and the existence of miracles.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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A consideration of whether religious believers should accept predestination.
To what extent does God predestine humanity.
To what extent do philosophical, scientific and/or psychological determinism illustrate that humanity has
no free will.
Strengths and weaknesses of Hard and/or Soft Determinism.
Whether moral responsibility is an illusion.
To what extent does predestination influence our understanding of God.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 72
Unit 4: Religion and Ethics
Theme 4: Free Will
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
Religious concepts of free will, with reference to the teachings of:
Pelagius:
The role of original sin; humanity maturing in God’s image and accepting the responsibility of free will; free
will as used to follow God’s laws; the role of grace in salvation.
Arminius:
Denial of predestination, the effect of original sin on free will, God's 'prevenient' grace (the Holy Spirit) in
allowing humans to exercise free will; the Elect and the possibility of rejecting God's grace; the election of
believers being conditional on faith.
B.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by developments
in the philosophy of religion.
Concepts of libertarianism:
Philosophical (Jean Paul Sartre: man is not free not to be free, waiter illustration), scientific (Angela Sirigu:
free floating DNA in the brain allows for free will), psychological (Carl Rogers: humanist approach, selfactualisation).
C.
Synoptic link: how the study of ethics has, over time, influenced and been influenced by
developments in religious beliefs and practices and the philosophy of religion.
The implications of libertarianism and free will:
The implications of libertarianism on moral responsibility: the worth of human ideas of rightness, wrongness
and moral value, the value in blaming moral agents for immoral acts, the usefulness of normative ethics.
The implications of free will on religious belief: the link between God and evil, the implications for
God’s omnipotence and omnibenevolence, the use of prayer and the existence of miracles.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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How convincing are religious views on free will.
To what extent does an individual have free choice.
The extent to which philosophical, scientific and/or psychological views on libertarianism inevitably lead
people to accept libertarianism.
To what extent should free moral agents follow a normative ethic.
The degree to which free will makes the use of prayer irrelevant.
The degree to which beliefs about free will can be reconciled with beliefs about predestination .
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GCE AS AND A LEVEL RELIGIOUS STUDIES 73
2.5 A level Unit 5
Unit 5: Philosophy of Religion
Written examination: 1 hour 30 minutes
20% of qualification
90 marks
This unit provides learners with the opportunity to undertake an in-depth and broad
study of fundamental philosophical themes, ranging from arguments for the existence
of God to the use of religious language.
This unit includes the study of the following content:
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philosophical issues and questions raised by religion and belief about the
existence or non-existence of God, gods or ultimate reality
the nature and influence of religious experience
challenges to religious belief
philosophical language and thought through significant concepts and the works of
key thinkers, illustrated in issues or debates in the philosophy of religion
how views of religious language have changed over time; the challenges posed
by the verification/falsification debate and language games theory over whether
religious language should be viewed cognitively or non-cognitively; and a
consideration of at least two different views about religious teachings being
understood symbolically and analogically
a comparison of the significant ideas presented in works of at least two key
scholars selected from the field of the philosophy of religion, and developments in
the way these ideas are applied to issues in religion and belief
how the philosophy of religion has, over time, influenced and been influenced by
developments in religious beliefs and practices, ethics or textual interpretation.
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
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GCE AS AND A LEVEL RELIGIOUS STUDIES 74
Unit 5: Philosophy of Religion
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: Challenges to religious belief (part 2)
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced by
developments in religious beliefs and practices.
Religious belief as a product of the human mind – Sigmund Freud: religion as an illusion and/or a
neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction
against helplessness.
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive
desires deriving from evolutionary basis (Charles Darwin).
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for
universal Oedipus complex; evidence basis too narrow.
B.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced by
developments in religious beliefs and practices.
Religious belief as a product of the human mind - Carl Jung: religion necessary for personal growth
with reference to: collective unconscious; individuation; archetypes; the God within.
Supportive evidence including recognition of religion as source of comfort and promotion of positive
personal and social mindsets arising from religious belief.
Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding
religious belief arising from acceptance of Jung’s ideas.
C.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced by
developments in religious beliefs and practices.
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism
(antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims
regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to
morality and community; increase in religious apologists in media.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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How far religious belief can be considered a neurosis.
The adequacy of Freud’s explanation of religious belief.
The extent to which Jung was more positive than Freud about the idea of God.
The effectiveness of empirical approaches as critiques of Jungian views on religion.
The success of atheistic arguments against religious belief.
The extent to which religious responses to New Atheism have been successful.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 75
Unit 5: Philosophy of Religion
Theme 2: Religious experience (part 2)
Knowledge and understanding of religion and belief
A.
Synoptic link: how ow the study of philosophy has, over time, influenced and has been
influenced by developments in religious beliefs and practices.
The influence of religious experience on religious practice and faith:
Value for religious community including: affirmation of belief system; promotion of faith value system;
strengthening cohesion of religious community.
Value for individual including faith restoring; strengthening faith in face of opposition; renewal of
commitment to religious ideals and doctrines.
B.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
Miracles ‒ the definitions of:
St Thomas Aquinas (miracles different from the usual order), David Hume (transgression of a law of
nature), Roy F. Holland (R. F. Holland) (contingency miracle), Richard Swinburne (religious
significance).
Consideration of reasons why religious believers accept that miracles occur: evidence from sacred
writings; affirmation of faith traditions; personal experience.
C.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
A comparative study of two key scholars from within and outside the Christian tradition and
their contrasting views on the possibility of miracles:
David Hume – his scepticism of miracles including challenges relating to testimony based belief;
credibility of witnesses; susceptibility of belief; contradictory nature of faith claims.
Richard Swinburne – his defence of miracles, including definitions of natural laws and contradictions
of Hume’s arguments regarding contradictory nature of faith claims and credibility of witnesses.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The impact of religious experiences upon religious belief and practice.
Whether religious communities are entirely dependent on religious experiences.
The adequacy of different definitions of miracles.
How far different definitions of miracles can be considered as contradictory and therefore
unsupportive of religious traditions.
The effectiveness of the challenges to belief in miracles.
The extent to which Swinburne’s responses to Hume can be accepted as valid.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 76
Unit 5: Philosophy of Religion
Theme 3: Religious language (part 1)
Knowledge and understanding of religion and belief
A.
Inherent problems of religious language:
Limitations of language for traditional conceptions of God such as infinite and timeless; challenge to
sacred texts and religious pronouncements as unintelligible; challenge that religious language is not
a common shared base and experience; the differences between cognitive and non-cognitive
language.
B.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in ethics.
Religious language as cognitive, but meaningless:
Logical Positivism – Verification by Alfred J. Ayer (A.J. Ayer) – religious ethical language as
meaningless; there can be no way in which we could verify the truth or falsehood of the
propositions (e.g. God is good, murder is wrong); falsification nothing can counter the belief (Antony
Flew).
Criticisms of verification: the verification principle cannot itself be verified; neither can historical
events; universal scientific statements; the concept of eschatological verification goes against this.
Criticisms of falsification: Richard Hare – bliks (the way that a person views the world gives meaning
to them even if others do not share the same view); Basil Mitchell – partisan and the stranger (certain
things can be meaningful even when they cannot be falsified); Richard Swinburne – toys in the
cupboard (concept meaningful even though falsifying the statement is not possible).
C.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
Religious language as non-cognitive and analogical:
Proportion and attribution (St Thomas Aquinas) and qualifier and disclosure (Ian Ramsey).
Challenges including how far analogies can give meaningful insights into religious language. A
consideration of how these two views (Aquinas/Ramsey) can be used to help understand religious
teachings.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The solutions presented by religious philosophers for the inherent problems of using religious
language.
The exclusive context of religious belief for an understanding of religious language.
The persuasiveness of arguments asserting either the meaningfulness or meaninglessness of
religious language.
How far Logical Positivism should be accepted as providing a valid criterion for meaning in the
use of language.
To what extent do the challenges to Logical Positivism provide convincing arguments to nonreligious believers.
Whether non-cognitive interpretations are valid responses to the challenges to the meaning of
religious language.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 77
Unit 5: Philosophy of Religion
Theme 4: Religious language (part 2)
Knowledge and understanding of religion and belief
A.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
Religious language as non-cognitive and symbolic:
Functions of symbols (John Randall); God as that which concerns us ultimately (Paul Tillich).
Challenges including whether a symbol is adequate or gives the right insights. A consideration of
how these two views (Randall/Tillich) can be used to help understand religious teachings.
B.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
Religious language as non-cognitive and mythical:
Complex form of mythical language that communicates values and insights into purpose of
existence.
Supportive evidence – different forms of myths to convey meaning: creation myths; myths of good
against evil; heroic myths. Myths help to overcome fears of the unknown; myths effective way of
transmitting religious, social and ethical values.
Challenges: problem of competing myths; meanings of myths change over time as they reflect the
values of society as societal constructs; demythologisation of myths results in varying interpretations,
myths often incompatible with scientific understanding of the world.
C.
Synoptic link: how the study of philosophy has, over time, influenced and has been influenced
by developments in religious beliefs and practices.
Religious language as a language game:
Meaningful to people who participate in same language game (Ludwig Wittgenstein).
Supportive evidence – non-cognitive form of language provides meaning to participants within
language game; consider use of language not meaning; language games fit with coherence theory of
truth; religious language as expressions of belief.
Challenges, including rejection of any true propositions in religion that can be empirically verified;
does not allow for meaningful conversations between different groups of language users; does not
provide adequate meaning for the word ‘God’.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The effectiveness of the terms non-cognitive, analogical and mythical as solutions to the
problems of religious language.
The relevance of religious language issues in the 21st Century.
The extent to which language games provide a suitable way of resolving the problems of religious
language.
Whether symbolic language can be agreed as having adequate meaning as a form of language.
How far the works of Randall and Tillich provide a suitable counter-challenge to logical positivism.
Whether the strengths of language games outweigh the weaknesses.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 78
2.6 A level Unit 6
Unit 6: Textual Studies – New Testament
Written examination: 1 hour 30 minutes
20% of qualification
90 marks
A level learners who study Unit 1 Option A: Christianity for AS can study
either Unit 3 Option A: Christianity for A level or Unit 6: Textual Studies (New Testament).
This unit provides learners with the opportunity to undertake an in-depth and broad
study of issues ranging from modern scholarship’s views on the biblical accounts of
the miracles of Jesus to their views on Apocalyptic literature.
This unit includes the study of the following content:
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selected texts in translation from a particular religious work, corpus of sacred
text or scripture:
- examining the meaning of the material, its social and historical context,
- its literary features, authorship and audience
- its relationship with other texts and/or sources of wisdom and authority
from the religion
modern critical scholarship and commentary including different contemporary
approaches, religious and non-religious, to the primary text or corpus, and the
religious, cultural or intellectual assumptions that underpin them
issues that arise from the formation, transmission, interpretation and
translation of the texts
methods and methodology in interpretation
the scientific and historical-critical challenges to the authority of texts and
religious responses to these
how textual interpretations have, over time, influenced and been influenced
by developments in philosophy of religion, ethics or religious thought (as set
out above for systematic study of religion)
The following grids exemplify how the required content has been developed in a clear
and concise way into four themes:
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GCE AS AND A LEVEL RELIGIOUS STUDIES 79
Unit 6: Textual Studies (New Testament)
Section 1.5 noted that in following this specification learners should be given opportunities,
where appropriate, to consider a Welsh perspective.
Theme 1: New Testament Literature - Parables
Knowledge and understanding of religion and belief
The set texts for study for this theme are the parable of the prodigal son (Luke 15:11-32); the parable of
the great banquet (Matthew 22:1-10; Luke 14:16-24); and the parable of the sower (Mark 4:1-20).
A.
Parables – types and characteristics:
The types of New Testament parables (John Dominic Crossan, The Power of Parable: How fiction
by Jesus became fiction about Jesus – classification of parables as riddle parables, example
parables, attack parables, and challenge parables); the main literary characteristics of the parables
(parables are concise; have a single perspective and minimal descriptions; features repetitions;
place the emphasis at the end of the story; and involve the audience with a verdict); how the set
texts for study can be categorised.
B.
Parables – purposes and interpretations:
The purposes of New Testament parables (Robert H. Stein, An Introduction to the Parables of
Jesus – parables use earthly stories to reveal heavenly moral truths effectively. (Synoptic link:
how textual interpretations have, over time, influenced and been influenced by
developments in ethics or religious thought.)
Jesus used parables to conceal his teaching from those ‘outside’; Jesus used parables to disarm
his audience so they would listen).
The methods of interpretation of the parables (allegorically, metaphorically, literally); how these
methods can be applied to the set texts for study. (Synoptic link: how textual interpretations
have, over time, influenced and been influenced by developments in philosophy of religion.)
C.
Close study of New Testament texts (parables):
A close study of the set texts, analysing historical origins; structure; key words or phrases of the
parables; and the possible theological messages of the parables.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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The extent to which the parable of the prodigal son (Luke 15:11-32) can be called an ‘example
parable’.
Whether a parable needs to feature all the main characteristics to be considered a parable.
The extent to which the parables are more about belief and hope than moral behaviour.
(Synoptic link: how textual interpretations have, over time, influenced and been
influenced by developments in ethics or religious thought.)
The extent to which Jesus’ parables should be interpreted.
The extent to which the parables are the work of the early Christian community as opposed to
the historical Jesus.
Whether the parables have theological value today.
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GCE AS AND A LEVEL RELIGIOUS STUDIES 80
Unit 6: Textual Studies (New Testament)
Theme 2: New Testament Literature - Miracles
Knowledge and understanding of religion and belief
The set texts for study for this theme are the healing of the centurion’s servant (Matthew 8:5-13; Luke
7:1-10); the story of the Gerasene demoniac (Mark 5:1-20); and the feeding of the five thousand (Mark
6:30-44; Luke 9:10-17).
A.
Miracles – types and characteristics:
Types of miracles (exorcisms; healings; raising from the dead; nature miracles; miracles of
knowledge); characteristics of New Testament miracle accounts (the miracles are immediately
effective; are often performed publicly; may result in the subject glorifying God; do not always
require the subject to have faith; and were acknowledged by Jesus’ enemies); how New Testament
miracle accounts meet philosophical definitions of miracles. (Synoptic link: how textual
interpretations have, over time, influenced and been influenced by developments in
philosophy of religion.)
B.
Miracles – purposes and interpretations:
The purpose of the New Testament miracles/miracle texts (with reference to Keith Warrington,
Miracles in the Gospels: What do they teach us about Jesus? – miracles as represented by the
New Testament show Jesus’ status and his authority to reinstate outcasts, and that Jesus has
initiated God’s kingdom and offers a relationship with God); the interpretation of the miracle
accounts (literally or metaphorically). (Synoptic link: how textual interpretations have, over
time, influenced and been influenced by developments in philosophy of religion.)
C.
Close study of New Testament texts (miracles):
A close study of the set texts, analysing literary setting; the possible theological messages of the
miracle texts; and the historical challenges to the miracle reports (with reference to Bart Ehrman,
Jesus: Apocalyptic Prophet of the New Millennium).
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:
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Whether there is a difference between the New Testament ‘works’, ‘signs’, ‘powers’ and
‘wonders’, and modern understandings of ‘miracles’.
The extent to which the miracles studied demonstrate the main characteristics of miracles.
Whether the miracle accounts should be interpreted literally.
The extent to which miracles were an important part of Jesus’ ministry.
The historical validity of the reports of Jesus’ miracles.
The extent to which Jesus’ miracles were a radical statement.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 81
Unit 6: Textual Studies (New Testament)
Theme 3: New Testament Literature - The Letters (1 Peter)
Knowledge and understanding of religion and belief
The set texts for study for this theme are 1 Peter 1:1-2; 2:11-25; 3:1-6; 4; 5:12-14.
A.
The Letters (1 Peter) – authorship and readership:
Different positions on the authorship of 1 Peter and the role of Silvanus (Wayne A. Grudem, 1
Peter – the apostle Peter wrote the letter and Silvanus bore it; David G. Horrell, 1 Peter – the letter
was likely written by Silvanus or a Petrine or later Christian group) and the reasons for them; the
arguments for and against a Jewish Christian readership (as opposed to a Gentile Christian or
mixed readership).
B.
The Letters (1 Peter) – purpose and place in the New Testament:
Different suggestions for the purpose of 1 Peter (to encourage the audience to grow in trust in, and
obedience to, God; to help the audience deal with suffering; to encourage the audience to be
submissive); the similarities and differences between 1 Peter and other New Testament letters.
C.
Close study of New Testament texts (1 Peter):
A close study of the set texts, analysing historical origins; structure; key words or phrases of the
letter; and the possible theological messages of the letter.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:

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

Whether doubts about the authorship of 1 Peter affect the letter’s message.
Whether the author of 1 Peter was writing for Jewish Christians.
The extent to which 1 Peter is unique as a New Testament letter.
Whether the messages of submission in 1 Peter are problematic for modern readers.
Whether the main theme of 1 Peter is suffering.
The extent to which 1 Peter relies on imagery and wording from the Hebrew Bible (Tanakh/
Old Testament).
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 82
Unit 6: Textual Studies (New Testament)
Theme 4: New Testament Literature - Apocalyptic
Knowledge and understanding of religion and belief
The set texts for study for this theme are Revelation 1, 6, 21.
A.
Apocalyptic literature – definitions and characteristics:
The definition of ‘apocalyptic literature’; the category ‘apocalyptic prophecy’; the categorisation of
Revelation as apocalyptic (with reference to Richard Bauckham, The Theology of the Book of
Revelation [especially chapter 1]); the characteristics of New Testament apocalyptic literature
(divine disclosure of secret information; view solution to problem as coming from outside human
history; differences between apocalyptic and eschatological).
B.
Apocalyptic literature – purposes and interpretations:
Possible purposes of New Testament apocalyptic literature (to describe the future; to offer hope to
believers; to act as catharsis); whether New Testament apocalyptic literature should be understood
literally, metaphorically, or allegorically. (Synoptic link: how textual interpretations have, over
time, influenced and been influenced by developments in philosophy of religion.)
The moral issues in interpreting Revelation (with reference to David L. Barr, Reading the Book of
Revelation). (Synoptic link: how textual interpretations have, over time, influenced and been
influenced by developments in ethics or religious thought.)
C.
Close study of New Testament texts (Revelation):
A close study of the set texts, analysing historical origins; literary setting; genre; key words or
phrases; and the possible theological messages of the text.
Issues for analysis and evaluation will be drawn from any aspect of the content above, such as:

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
The extent to which the Book of Revelation can be regarded as apocalyptic.
Whether there is a clear distinction between apocalyptic and eschatological literature.
The extent to which Revelation can be understood as a revenge fantasy.
Whether violent apocalyptic literature poses ethical problems.
(Synoptic link: how textual interpretations have, over time, influenced and been
influenced by developments in ethics or religious thought.)
The extent to which Revelation’s form as a circular letter to a specific audience affects its
message.
The extent to which the apocalyptic literature of the New Testament has value for Christians
today (with reference to Revelation).
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 83
3 ASSESSMENT
3.1 Assessment objectives and weightings
Below are the assessment objectives for this specification. Learners must
demonstrate their ability to:
AO1
Demonstrate knowledge and understanding of religion and belief, including:




religious, philosophical and/or ethical thought and teaching
influence of beliefs, teachings and practices on individuals, communities and
societies
cause and significance of similarities and differences in belief, teaching and
practice
approaches to the study of religion and belief.
AO2
Analyse and evaluate aspects of, and approaches to, religion and belief, including
their significance, influence and study.
For each series, writing accurately will be assessed in all responses (with
every question requiring extended writing) throughout Units 1-6.
Writing accurately takes into account the candidate's use of specialist
language. It also takes into account the candidate's spelling, punctuation and
grammar.
AS TWO compulsory units = Unit 1 + Unit 2
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GCE AS AND A LEVEL RELIGIOUS STUDIES 84
A level THREE units in total = either Units 3,4 or 5 or Units 4,5 & 6
The table below shows the weighting of each assessment objective for each
component and for the qualification as a whole.
Overall qualification level percentages split across each unit:
© WJEC CBAC Ltd.
Weighting
AO1
AO2
AS Unit 1 (compulsory)
15%
18.8%
18.8%
AS Unit 2 (compulsory)
25%
31.2%
31.2%
Total for AS units only
40%
50%
50%
A level Unit 3 (optional)
20%
11.1%
22.2%
A level Unit 4 (compulsory)
20%
11.1%
22.2%
A level Unit 5 (compulsory)
20%
11.1%
22.2%
A level Unit 6 (optional)
20%
11.1%
22.2%
Total for A level units only
60%
33.3%
66.7%
Final Total A Level
100%
40%
60%
GCE AS AND A LEVEL RELIGIOUS STUDIES 85
4 TECHNICAL INFORMATION
4.1 Making entries
This is a unitised specification which allows for an element of staged assessment.
Assessment opportunities will be available in the summer assessment period each
year, until the end of the life of the specification.
Unit 1 and Unit 2 will be available in 2017 (and each year thereafter) and the AS
qualification will be awarded for the first time in summer 2017.
Unit 3, 4, 5 & 6 will be available in 2018 (and each year thereafter) and the A level
qualification will be awarded for the first time in summer 2018.
Candidates may resit an individual unit ONCE only. The better uniform mark score
from the two attempts will be used in calculating the final overall qualification
grade(s).
A qualification may be taken more than once. However, if all units have been
attempted twice, candidates will have to make a fresh start by entering all units and
the appropriate cash-in(s). No result from units taken prior to the fresh start can be
used in aggregating the new grade(s).
The entry codes appear overleaf.
The current edition of our Entry Procedures and Coding Information gives up-to-date
entry procedures.
There is no restriction on entry for this specification with any other WJEC AS or
A level specification.
© WJEC CBAC Ltd.
GCE AS AND A LEVEL RELIGIOUS STUDIES 86
Title
An Introduction to the Study of Religion
(Option A: Christianity)
An Introduction to the Study of Religion
(Option B: Islam)
An Introduction to the Study of Religion
(Option C: Judaism)
AS Unit 1
An Introduction to the Study of Religion
(Option D: Buddhism)
An Introduction to the Study of Religion
(Option E: Hinduism)
An Introduction to the Study of Religion
(Option F: Sikhism)
An Introduction to Religion and Ethics and
AS Unit 2
the Philosophy of Religion
A Study of Religion (Option A: Christianity)
A Study of Religion (Option B: Islam)
A Study of Religion (Option C: Judaism)
A2 Unit 3
A Study of Religion (Option D: Buddhism)
A Study of Religion (Option E: Hinduism)
A Study of Religion (Option F: Sikhism)
A2 Unit 4
Religion and Ethics
A2 Unit 5
Philosophy of Religion
A2 Unit 6
Textual Studies (New Testament)
AS Qualification cash-in
A level Qualification cash-in
© WJEC CBAC Ltd.
Entry codes
EnglishWelshmedium
medium
2120UA
2120NA
2120UB
2120NB
2120UC
2120NC
2120UD
2120ND
2120UE
2120NE
2120UF
2120NF
2120U2
2120N2
1120UA
1120UB
1120UC
1120UD
1120UE
1120UF
1120U4
1120U5
1120U6
2120QS
1120QS
1120NA
1120NB
1120NC
1120ND
1120NE
1120NF
1120N4
1120N5
1120N6
2120CS
1120CS
GCE AS AND A LEVEL RELIGIOUS STUDIES 87
4.2 Grading, awarding and reporting
The overall grades for the GCE AS qualification will be recorded as a grade on a
scale A to E. The overall grades for the GCE A level qualification will be recorded as
a grade on a scale A* to E. Results not attaining the minimum standard for the award
will be reported as U (unclassified). Unit grades will be reported as a lower case letter
a to e on results slips but not on certificates.
The Uniform Mark Scale (UMS) is used in unitised specifications as a device for
reporting, recording and aggregating candidates' unit assessment outcomes. The
UMS is used so that candidates who achieve the same standard will have the same
uniform mark, irrespective of when the unit was taken. Individual unit results and the
overall subject award will be expressed as a uniform mark on a scale common to all
GCE qualifications. An AS GCE has a total of 200 uniform marks and an A level GCE
has a total of 500 uniform marks. The maximum uniform mark for any unit depends
on that unit’s weighting in the specification.
Uniform marks correspond to unit grades as follows:
Unit Weightings
AS Unit 1
Compulsory
(15% Weighting)
AS Unit 2
Compulsory
(25% Weighting)
A level Unit 3
Compulsory
(20% Weighting)
A level Unit 4
Optional
(20% Weighting)
A Level Unit 5
Optional
(20% Weighting)
A level Unit 6
Optional
(20% Weighting)
Maximum unit uniform mark
a
Unit grade
b
c
d
75
60
53
45
38
30
125
100
88
75
63
50
100
80
70
60
50
40
100
80
70
60
50
40
100
80
70
60
50
40
100
80
70
60
50
40
e
The uniform marks obtained for each unit are added up and the subject grade is
based on this total.
GCE AS
GCE A level
Maximum uniform marks
200
500
A
160
400
Qualification grade
B
C
D
140
120
100
350
300
250
E
80
200
At A level, Grade A* will be awarded to candidates who have achieved a Grade A
(400 uniform marks) in the overall A level qualification and at least 90% of the total
uniform marks for the A2 units (270 uniform marks).
WJEC GCE AS and A level Religious Studies specification from 2016/2017
05.05.17
© WJEC CBAC Ltd.